Implementation and evaluation of a first-year university induction support programme for business students in Spain.

This paper reports new evidence on students’ evaluation of a first-year induction experience programme and examines the relationship between gender and perceptions. The programme was provided to 610 business studies students at the University of Granada (Spain). The programme includes individual and group sessions providing psychosocial and instrumental support. Gender differences were investigated using nonparametric techniques. Structural equation models were used to test relationships between variables of overall satisfaction with the programme and its activities and the moderating effects of gender. The results obtained show that gender significantly influences enrolment and satisfaction with the programme and with the individual sessions. Satisfaction with group and individual activities is directly related to overall satisfaction with the programme. Gender has a moderating effect on the relation of overall satisfaction with individual sessions. [ABSTRACT FROM AUTHOR]