The transition into higher education represents a pivotal stage in the academic journey of first-year students, marked by significant social and academic changes. These adjustments often expose readiness gaps that can impede student success in this new environment. To address these challenges, higher education institutions frequently implement induction programmes designed to prepare students for their new surroundings. This article critically evaluates the induction programme for first-year students at a private higher education institution through a qualitative case study approach within an interpretivist paradigm. The study scrutinises the influence of distributed, servant, and transformational leadership in fostering an effective, collaborative, and adaptable learning environment. Through interviews with six managerial-level participants, the research delves into the complex dynamics of managing these programmes, underscoring the essential role of leadership in enhancing programme efficacy. Key emerging themes include leadership and management strategies, engagement challenges, feedback mechanisms, and programme structure, all of which are crucial in shaping the induction experience for new students.
Nair et al. (Thu,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: