Induction and tutoring statements

This page provides guidance on the format of student inductions and the content of all School tutoring statements. Its content is primarily directed at Schools but may also be of interest to students across all of the UK, China and Malaysia campuses.

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1.0 Purpose

This page provides guidance on induction that must be provided for students and information about tutoring or academic guide support.  

2.0 Purpose

2.1 Induction

Schools must ensure that all of their students obtain a clear and timely communication of their induction arrangements. Introductory meetings for all new full-time students must be arranged by schools within their first two working days at the University, and for part-time students as soon as is reasonably practical.

Within the induction process, Schools must ensure that all of their students are provided with:

An opportunity to declare any disability
Required health and safety information
Guidance on their course and module choices
Guidance on progression and degree award regulations, academic offence matters, and appeals and complaints procedures
A student handbook and other materials as may be appropriate incorporating the above information
All undergraduate and taught postgraduate students must be provided with information on personal tutoring or academic guides (as appropriate) in their school/unit, including information on the role of their personal tutor/academic guide, how they can benefit from participation in the programme, the scheduling of meetings, and who to contact if their personal tutor/academic guide is not available.
All undergraduate and taught postgraduate students must be provided with information on who their personal tutor/academic guide is and how to contact them

Schools are also reminded that induction is not solely a Welcome Week activity.

2.2 Outcomes of Tutoring/academic guide systems

Each School is required to produce a written statement of its arrangements for achieving outcomes of tutoring/academic guide systems (whether by tutor system or academic guide system) for all of its undergraduate and taught postgraduate students.

This written statement may be an account of how each of the individual outcomes is achieved or may comprise a general description of how tutoring/academic guides works within a School (perhaps taken directly from the student handbook) with a commentary or mapping exercise on how these arrangements secure the outcomes of tutoring/academic guides.

A prime purpose of these statements is to identify practices in Schools that have a positive impact on students’ academic experience and that lend themselves to wider adoption.

These statements must be made available to all students, either through inclusion in student handbooks or by other suitable means, such as the online Student Staff Forum (SSFs).

These outcomes apply whether the student falls into the personal tutoring or academic guide system; they are:

Students feel acknowledged, recognised and accepted within their School or department as an individual with distinct academic needs and preferences
Students feel part of the School or department community, experiencing frequent contact with academic staff on an individual or small group basis and building relations with particular members of staff over an extended period
The personal development of the student is be promoted; leading to improved communication skills and greater confidence in presentation and dealing with the unfamiliar
Students receive prompt, helpful and detailed feedback on their assessments, in a manner that enhances learning and improves future assessment performance
Students struggling with aspects of individual modules, or more generally with their programme of studies, have clearly signposted and ready access to a reasonable level of academic advice and support designed to remedy their difficulties
Students receive the level of support in developing their study skills necessary to perform satisfactorily on their programme of studies
Students with personal circumstances adversely affecting their studies feel able to make these known to the School or department without difficulty and to be directed to the appropriate support service
Students receive the necessary careers information, advice and guidance to equip them to make informed choices about their future, to understand the options open to them, and to take advantage of available opportunities
Students are be made aware of the importance of developing and articulating their employability skills, including possible participation in the Nottingham Advantage Award (NAA)
Students receive appropriate advice and support when considering changing their programme of study or contemplating leaving the University
Students are prepared for periods of study away from their home campus and appropriately supported during those periods
The procedures for submitting extenuating circumstances regarding assessments are straightforward and well publicised
Disabled students and those with specific learning difficulties or a long term medical condition are clear about the support they will receive and where it is available, and the support is in line with University policies and regulations.
The procedures for submitting academic appeals and complaints are well publicised and staff are aware of their responsibilities within these procedures
Students being subjected to the academic offences procedure receive clear information and advice
Students receive relevant health and safety guidance, especially in laboratory or workshop-based subjects
Students are directed in a timely and appropriate manner to University support services for assistance with all of the above matters as necessary