Abstract
Abstract This article considers some of the issues and problems involved in integrating study skills teaching with induction in a new subject. It does this by contrasting the evaluation of two introductory courses for consecutive cohorts of first year law students held in the years 1984–85 and 1985–86 at the University of Newcastle upon Tyne. The evaluation included an assessment of the reactions of the second cohort of students half‐way through their degree course.
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