Closing Gaps in Indigenous Undergraduate Higher Education Outcomes: Repositioning the Role of Student Support Services to Improve Retention and Completion Rates

2017 ◽  
Vol 48 (01) ◽  
pp. 1-11 ◽  
Author(s):  
Martin Nakata ◽  
Vicky Nakata ◽  
Andrew Day ◽  
Michael Peachey
Keyword(s):  
Higher Education ◽  
Support Services ◽  
Student Support Services ◽  
Indigenous Education ◽  
Student Support ◽  
Individual Student ◽  
Indigenous Australians ◽  
Completion Rates ◽  
Contributing Factors ◽  
Australian Universities

The current change agenda to improve the persistently lower rates of access, participation and outcomes of Indigenous Australians in higher education is a broad one that attempts to address the complex range of contributing factors. A proposition in this paper is that the broad and longer-term focus runs the risk of distracting from the detailed considerations needed to improve support provisions for enrolled students in the immediate term. To bring more attention to this area of indicated change, we revisit ‘the gaps’ that exist between the performance of Indigenous and all other domestic students and the role that student support services have to play in improving retention and completion rates of enrolled Indigenous students. We outline some principles that can guide strategies for change in Indigenous undergraduate student support practices in Australian universities to respond to individual student needs in more effective and timely ways. These are illustrated using examples from the redevelopment of services provided by an Indigenous Education centre in a Go8 university, along with data gathered from our ARC study into Indigenous academic persistence in formal learning across three Australian universities.

scholarly journals Evaluation of the pilot phase of a Student Support Strategy to improve retention and completion rates of Aboriginal and Torres Strait Islander students

2020 ◽  
pp. 1-9
Author(s):  
Shane Hearn ◽  
Sarah Funnell
Keyword(s):  
Higher Education ◽  
Torres Strait Islander ◽  
Assessment Tool ◽  
Indigenous Education ◽  
Critical Role ◽  
Student Support ◽  
Individual Student ◽  
Completion Rates ◽  
Efficient Manner ◽  
Torres Strait

Abstract Increasing Aboriginal and Torres Strait Islander participation in higher education can play a critical role in transforming lives and is the trajectory to closing the gap and reducing disadvantage. Despite recent progress, Aboriginal and Torres Strait Islander peoples remain significantly under-represented in higher education. Poor retention and high attrition rates of these students come at significant financial cost for the individual, community, university and government. Wirltu Yarlu, the Indigenous Education Unit at the University of Adelaide has reviewed the role student support services play in improving retention and completion rates, with an aim to improve Aboriginal and Torres Strait Islander student retention and completion. The newly developed Student Success Strategy is an innovative approach to student support that aims to identify and respond to individual student needs in a more effective and efficient manner. The model encompasses a self-assessment tool designed to measure progress across several domains. Self-assessments are used to inform student specific support needs which in turn enable support staff to personalise future interventions for each student and respond accordingly in an attempt to reduce and prevent student attrition.

Customer Experience Management System at a University's Student Support Services

2016 ◽  
pp. 431-450 ◽  
Author(s):  
Amevi Kouassi ◽  
Jorge Tiago Martins ◽  
Andreea Molnar
Keyword(s):  
Support Services ◽  
Management System ◽  
Student Support Services ◽  
Student Support ◽  
Customer Experience ◽  
Analytical Investigation ◽  
Customer Relationships ◽  
Individual Student ◽  
Customer Information ◽  
Customer Experience Management

The study reported in this chapter evaluates how the Customer Experience Management System (CEMS) used by a University's Student Support Services (StuSS) responds to the objectives of capturing, storing, extracting, interpreting, distributing, using and reporting customer experience information for creating organisational value. Theoretically, the study draws on the concept of organizational ambidexterity. Concerning the research design, the study was undertaken using qualitative methods of data collection and interpretivist methods of data analysis. It has been inductively discovered that the availability of customer experience information obtained through the CEMS allows StuSS to respond effectively to different student needs. Organizationally, there is clarity concerning the ownership and management of customer relationships. Individual student data is collected, coordinated and distributed across lines of business. Because of this, StuSS is able to consistently identify customers across touch points and channels. Further suggestions are advanced to improve StuSS's analytical investigation capability to derive descriptive and predictive customer information, through applying data mining models to the information that is currently collected.

scholarly journals Whose fault is failure? Contested perspectives of academic support in tertiary educational institutions in South Africa

2019 ◽  
Vol 14 (3) ◽  
pp. 376-393
Author(s):  
David Jeffery ◽  
David Johnson
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Support Services ◽  
Student Support Services ◽  
Academic Support ◽  
Student Support ◽  
Ethnographic Study ◽  
Educational Institutions ◽  
Unexpected Finding ◽  
Participation In Higher Education

This paper explores the argument that to widen participation in higher education, educational institutions should bear a greater responsibility for students’ learning. Central to this debate is the notion of ‘academic support’. There are many perspectives on what works to scaffold student participation and learning but rarely are the perspectives of those receiving support taken into account. This paper reports the findings of an exploratory ethnographic study in which students in a vocational college in South Africa reflected on the nature of academic support and access to it. Student narratives that underpin their understandings of how the support system ‘worked’, and what responsibilities they and the college respectively bore for their studies, are compared to the official prescript on student support services in South Africa – the so-called ‘Student Support Services Manual’ which was developed by the South African Department of Higher Education and Training (DHET). The data indicate sharp incongruences in thinking. While the student support services manual maintains that students are a product of their disadvantaged contexts and therefore require an institutional form of academic support, students themselves placed much less responsibility for the provision of academic support on the colleges. Instead, they attributed their success or failure to ‘character’ and their own dispositions towards learning. This is an unexpected finding in the context of an often highly charged debate on the factors that constrain learning and learning outcomes. This paper argues that it is this ‘locus of control’ that undermines the idea that student success is dependent on prescription alone.

scholarly journals EFEKTIVITAS KETERAMPILAN KOMUNIKASI KONSELOR TERHADAP KETERBUKAAN DIRI SISWA DI SMA NEGERI 3 PAREPARE

2018 ◽  
Vol 8 (2) ◽  
pp. 220-239
Author(s):  
Aswar Anas ◽  
Iskandar Iskandar ◽  
Zulfah Zulfah
Keyword(s):  
Data Analysis ◽  
Communication Skills ◽  
Support Services ◽  
School Counselor ◽  
Student Support Services ◽  
Student Support ◽  
Effective Communication ◽  
Individual Student ◽  
Self Disclosure ◽  
Analysis Techniques

This study examines the effectiveness of counselor communication on the self-disclosure of students in SMA Negeri 3 Parepare. Counselors in high schools get a clear role and position or place, where counselors as a component of student support services (student support services) to help the development of personal, social, career, and academic aspects of students through guidance and counseling programs to students in plan (individual student planning), responsive service delivery and system development (system support). Therefore, counselors are highly required to have effective communication skills to support counseling, so counseling communication skills can make students open themselves. This type of research is descriptive qualitative using observation, interview, and documentation methods. The subject in this study was the BK teacher of SMA Negeri 3 Parepare as the school counselor using data analysis techniques namely interpretation data analysis techniques and triangulation analysis techniques. The results of this study indicate that the stages of counseling can be seen based on the stages of effective communication conducted by counselors, including; 1) Fact finding, 2) Planning, 3) Communicating, 4) Evaluating. The communication skills applied by counselors in the implementation of counseling are (attending), empathy, summarizing, asking, and honesty. By using the communication model, in this study found that the counselor's communication achieved students' self-disclosure as evidenced by giving their trust to the counselor, expressing honest statements in the counseling process, and students feeling relieved after the counseling. Based on some of the results obtained by researchers, the communication skills conducted by counselors to achieve students' self-disclosure are effective.

Pursuit of Online Services for Online Students

2021 ◽  
pp. 1850-1880
Author(s):  
Michael D. Richardson ◽  
Gina Sheeks ◽  
Robert E. Waller ◽  
Pamela A. Lemoine
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Online Students ◽  
Learning Programs ◽  
University Support ◽  
Online Distance Learning ◽  
Online Distance

Increasing numbers of university students are studying online. Distance learning enrollment in global higher education has increased dramatically in the past two decades due to the ubiquity of technology, increasing diversification and globalization, and use of new advanced technology. The development of online learning programs has focused primarily on implementing educational technology to deliver academic content while enhancing the online learning experience. A significant element for the success of distance education programs is the provision of student support services that are appropriate to the unique needs of distance learners. Technology has facilitated this new era in global higher education making the utilization of technology essential to provide university support for online clients. Student support services are all kinds of services other than the coursework rendered by the institutions to online students/learners to facilitate their success.

scholarly journals Student Support in Higher Education

2013 ◽  
Vol 3 (1) ◽  
pp. 77-88
Author(s):  
Nabi Bux Jumani ◽  
Abdul Jabbar Bhatti ◽  
Samina Malik
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Intellectual Capital ◽  
Support Services ◽  
Delphi Technique ◽  
Student Support Services ◽  
Higher Education Institutions ◽  
Student Support ◽  
Important Means

Today every country is striving to enhance higher education qualitatively and quantitatively, because the economy of any country is directly influenced by the “intellectual capital” of that country. An important factor affecting the quality and quantity of higher education is the support that an institution provides to its students. The present study is an attempt to find the achievements of as well as challenges to the student support services in higher education institutions [HEIs] of developing countries with particular example of those in Pakistan. Employing the Delphi technique, the study explored the (a) achievements, (b) the problems and issues, and (c) means to address problems and issues in the student support services in HEIs of Pakistan. It was found that the HEIs in Pakistan were facing many challenges as the achievements were less than the requirement. Allocation of proper resources and restructuring the system of support are the most important means to address the challenges.

scholarly journals The “4-D” World of Higher Education: A New Context for Student Support Services

1997 ◽  
Vol 17 (2) ◽  
pp. 13-22 ◽  
Author(s):  
Thomas W. West ◽  
Stephen L. Daigle
Keyword(s):  
Higher Education ◽  
Support Services ◽  
Information Technologies ◽  
Student Support Services ◽  
Student Support ◽  
Student Needs ◽  
Adoption Of Technology ◽  
Digital Revolution ◽  
Widespread Adoption ◽  
The University

Not long ago, one might have thought that student services and information technologies were only marginally related. The former was humanistic and personal, the latter technical and impersonal. This article will suggest that the digital revolution in the university and in the culture as a whole mandates the widespread adoption of technology in all facets of student support services. In exchange for developing new skills, one can also discover powerful new tools for meeting student needs.

From Start to Finish: What Factors Inhibit Student Veterans Completion?

2020 ◽  
pp. 152102512093511 ◽  
Author(s):  
Beverly A. Wagner ◽  
Roxanne N. Long
Keyword(s):  
Higher Education ◽  
Degree Completion ◽  
Support Services ◽  
Population Survey ◽  
Student Support Services ◽  
Student Support ◽  
Student Veterans ◽  
College Retention ◽  
Bachelor's Degree ◽  
Gi Bill

Student veterans experience unique challenges when returning to higher education. While the Post-9/11 GI bill creates an easier pathway for veterans, student veterans often face multiple impediments to degree completion. Using the Veterans Supplement of the Current Population Survey, we conducted a logistic regression of 4,887 veterans that predicts college retention measured by bachelor’s degree completion using six study variables of physical, sensory, and mental challenges (concentration, hearing, eyesight, walking, dressing, and going out). We conclude only difficulty hearing and walking significantly decreased the odds of bachelor’s degree completion. Recommendations for campus-student-support services are explored.

scholarly journals Building an Inclusive Community for International Students

2015 ◽  
pp. 17-18 ◽  
Author(s):  
Rachawan Wongtrirat ◽  
Ravi Ammigan ◽  
Adriana Pérez-Encinas
Keyword(s):  
Higher Education ◽  
International Students ◽  
Support Services ◽  
International Student ◽  
Student Support Services ◽  
Student Support ◽  
Institutions Of Higher Education ◽  
Campus Community ◽  
Global Perspectives ◽  
Collegiate Environment

Many institutions of higher education have worked toward increasing international student enrollment with an ultimate goal of enhancing global perspectives and enriching the collegiate environment for the entire campus community. However, these increasing numbers often come without adequate consideration for how to serve and provide services that support an inclusive community for students. This article emphasizes the importance of international student support services and a positive international student co-curricular experience as essential for the successful creation of an inclusive institutional community.

Pursuit of Online Services for Online Students

2020 ◽  
pp. 57-97
Author(s):  
Michael D. Richardson ◽  
Gina Sheeks ◽  
Robert E. Waller ◽  
Pamela A. Lemoine
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Online Students ◽  
Learning Programs ◽  
University Support ◽  
Online Distance Learning ◽  
Online Distance

Increasing numbers of university students are studying online. Distance learning enrollment in global higher education has increased dramatically in the past two decades due to the ubiquity of technology, increasing diversification and globalization, and use of new advanced technology. The development of online learning programs has focused primarily on implementing educational technology to deliver academic content while enhancing the online learning experience. A significant element for the success of distance education programs is the provision of student support services that are appropriate to the unique needs of distance learners. Technology has facilitated this new era in global higher education making the utilization of technology essential to provide university support for online clients. Student support services are all kinds of services other than the coursework rendered by the institutions to online students/learners to facilitate their success.

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