Interviews with 55 new Lecturers at an Australian university focussed upon early experiences in the institution and attitudes and perceptions regarding teaching and student evaluations. Interview data were used to describe the induction perceived by the Lecturers. Expectations for induction experiences and based on background characteristics of Lecturers were used as criteria in one form of evaluation of the induction process. Evidence of effects of induction processes upon orientations to teaching was used as a second form of evaluation. Help in learning about the institution and special consideration in workload were found to favour the more academically qualified rather than the reverse. Help in solving problems favoured the less academically qualified, those without employment experience in the university, those appointed on probation and those with less impressive publication records. Some evidence was found that special consideration in workload, and the perception of unexpected opportunities were conducive to desirable orientations to teaching. Lecturers who were less self-assured about their teaching competence tended to report participation in development activities more than others. © 1990 Kluwer Academic Publishers.
