Unlocking Potential: The Value of Extended Induction Programs for Underrepresented Students in Higher Education

Authors

  • Sierra Smucker University of Brighton UK https://orcid.org/0000-0002-8054-0378
  • James Baird University of Brighton UK
  • Joanna MacDonnell Kingston University UK
  • Rachel Bowden University of Brighton UK

DOI:

https://doi.org/10.63608/ssj.3922

Keywords:

Access, Diversity, Higher education transition, Transition Pedagogy, student achievement, Retention and success

Abstract

Over the past decade, universities have invested substantial resources in enhancing equity in higher education. First-year extended induction programs are the earliest opportunity for universities to level the playing field with resources and support across students from diverse backgrounds. Research suggests these programs generally help students thrive, but limited research investigates whether they create differential impacts for students from underrepresented groups. This study takes up this challenge drawing on attendance data for a first-year extended induction program and mapping it to student feelings of belonging, engagement, and academic self-confidence. We find that students from historically underrepresented backgrounds accrue the greatest benefit from attendance. However, there are differences across measures of belonging, engagement, and academic self-confidence that require further investigation. In general, the results suggest that first-year induction programs are an essential component of universities’ efforts to improve equity among students.

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Author Biographies

Sierra Smucker, University of Brighton UK

Dr Sierra Smucker is Senior Evaluation Officer at the University of Brighton, where she leads strategic evaluation across student-facing programmes with a particular focus on equity, access, and belonging. Her work sits at the intersection of research, policy, and practice — designing and delivering mixed-methods evaluations that translate evidence into meaningful change for underrepresented students in higher education. This paper draws on that body of work, exploring how extended induction provision can serve as a meaningful lever for inclusion and retention among students from underrepresented groups.

 

James Baird, University of Brighton UK

James Baird is a data analyst at the University of Brighton. He specialises in analysing complex data sets, primarily with surveys and has a strong interest in data visualisation. James has a particular passion for creating equity within education and measuring and improving the outcomes of students and pupils across all stages of their educational journey.

 

Joanna MacDonnell, Kingston University UK

Joanna MacDonnell is Pro Vice-Chancellor (Education) at Kingston University, providing strategic leadership for learning, teaching, and the student educational experience. A Principal Fellow of Advance HE, National Teaching Fellow, and Fellow of SEDA, she is widely recognised for her leadership in student success, widening participation, and educational enhancement across the higher education sector. Previously Director of Education and Students at the University of Brighton, Joanna led institution-wide initiatives focused on improving student engagement, retention, progression, and reducing differential outcomes. She is an active contributor to sector policy and practice through roles with Advance HE, TASO, and the Race Equality Charter, championing evidence-informed approaches to equity and student achievement.

Rachel Bowden, University of Brighton UK

Rachel Bowden is Head of the Evaluation & Policy Department at the University of Brighton and Co-Chair of the HEIR (Higher Education Institutional Research) Network. An experienced higher education research and analytics professional, she specialises in institutional planning, student success, and higher education policy. Rachel has contributed to a range of sector-wide initiatives and published work covering topics such as postgraduate education, widening participation, university performance, and research degree provision. 

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Published

03-06-2026

How to Cite

Smucker, S., Baird, J., MacDonnell, J., & Bowden, R. (2026). Unlocking Potential: The Value of Extended Induction Programs for Underrepresented Students in Higher Education. Student Success. https://doi.org/10.63608/ssj.3922

Issue

Online First

Section

Online First

License

Copyright (c) 2022 Sierra Smucker, James Baird, Joanna MacDonnell, Rachel Bowden

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.