Assessing the Effectiveness of Student Induction Programmes in Higher Education: A Case Study of Indraprastha Institute of Management and Technology, Saharanpur

Abstract

Student induction programmes play an important role in supporting the transition of learners into higher education. This study examines the effectiveness of the induction programme at Indraprastha Institute of Management and Technology (IIMT), Saharanpur, with emphasis on academic integration, social integration, student involvement, mentoring, institutional awareness and career orientation. A mixed-methods case-study design was adopted, combining a structured student questionnaire with semi-structured interviews of faculty members and programme coordinators. The study is conceptually grounded in Tinto’s Student Integration Model and Astin’s Theory of Involvement and is contextualized within the University Grants Commission’s Deeksharambh Student Induction Programme. The working study involved 150 students from the third and fifth semesters, 10 faculty members and 5 programme coordinators. The study indicates that structured orientation, academic workshops, faculty interaction, networking and student activities are important mechanisms for supporting students’ transition into institutional life. At the same time, personalized mentoring, career planning and systematic post-induction feedback emerge as areas requiring greater institutional attention. The study proposes an Integrated Student Transition Model in which induction is connected with academic advising, mentoring, student engagement, wellbeing and career development. The paper contributes a context-sensitive framework for strengthening induction practices in multidisciplinary higher education institutions, particularly in rural and semi-urban settings.