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@article{ Staniforth2006,
 title = {Contrasting views of induction},
 author = {Staniforth, David and Harland, Tony},
 journal = {Active Learning in Higher Education},
 number = {2},
 pages = {185-196},
 volume = {7},
 year = {2006},
 doi = {https://doi.org/10.1177/1469787406064753},
 urn = {https://nbn-resolving.org/urn:nbn:de:0168-ssoar-231214},
 abstract = {This article focuses on the induction experiences of new academic staff and the role                of their head of department in this process. Respondents reflected on personal                experiences and their narratives give a fine-grained account of the same event from                two contrasting perspectives. We expected to find that the heads would be key                figures in the induction process, but we discovered a more complex situation in                which contributions were largely hidden or indirect. We encountered many                contradictions as each party recalled events. Meaningful communication had been                sporadic at best, and professional and personal relationships were left undeveloped.                In all cases, there was little genuine understanding of the potential of induction,                and this was particularly evident in the lack of personal action displayed by the                new academics. Some heads had developed a deeper theoretical position on induction                but few of their ideas were realized in practice. We propose that this was mainly                due to the heads’ lack of experience and because induction outcomes were                not systematically evaluated.},
}