Improving the transition to university: introducing student voices into the formal induction process for new geography undergraduates

Recently, there has been renewed interest in the area of school to university transitions within geography. This article focuses upon one aspect of these transitions, namely the induction programmes offered by universities to their new undergraduates. It argues in favour of extending the length of the induction period currently offered by many institutions and incorporating student voices into the induction process through peer mentoring. In making this argument, the article reports upon the new Extended Induction to Geography programme that Newcastle University piloted for the first time in 2011-2012.