Evaluating sociocultural influences affecting participation and understanding of academic support services and programs (SSPs): Impacts on notions of attrition, retention, and success in higher education

In recent years, the number of students in higher education who are requesting services, from university offices of Disability Support Services (DSS) has increased dramatically, While surveys suggest that the majority of DSS offices are providing academic support services to their students with disabilities, these services, while necessary, are not sufficient to address the needs of these students in a holistic fashion. This article will discuss ways in which the philosophy of rehabilitation counseling can be utilized to assist the DSS office in providing more comprehensive services, with the goal of increasing the students' functioning to the highest level possible in all areas of their lives. Through adherence to this philosophy, the DSS office can become an effective extension of the rehabilitation process to students with disabilities.

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What do first-year students need? Digital badges for academic support to enhance student retention

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-12-2018-0258 ◽

2019 ◽

Vol 12 (1) ◽

pp. 86-96 ◽

Cited By ~ 1

Author(s):

Dana-Kristin Mah ◽

Dirk Ifenthaler

Keyword(s):

Higher Education ◽

Student Retention ◽

Support Services ◽

Academic Support ◽

Institutional Support ◽

First Year ◽

Digital Badges ◽

Academic Support Services ◽

First Year Students ◽

Content Type

Purpose The purpose of this paper is to analyse data on first-year students’ needs regarding academic support services and reasons for their intention to leave the institution prior to degree completion. On the basis of the findings, a digital badge outline is proposed which could contribute to improved communication of academic requirements in order to help students to better adapt to higher education demands. Digital badges might also serve as an indicator for students’ needing additional academic support services. Design/methodology/approach An online-questionnaire was conducted with 730 first-year students at a German university. Participants’ responses to open-ended questions were coded and categorised. On the basis on these findings, an outline for a digital badge programme is proposed. Findings Participants seek the most institutional support regarding research skills and organisational aspects. Main reasons for participants’ intention to withdraw from the institution include difficulties with their programme choice. Practical implications These findings may enable higher education institutions to provide targeted support services that meet first-year students’ needs. On the basis of the findings, higher education institutions can create digital badge programmes, which may improve communication of academic requirements and may also serve as a platform for a staff-student conversation about expectations and demands for a successful first-year experience. Besides, further research and discussion may address using digital badges for learning analytics algorithms to even better identify students’ strengths and needs for targeted academic support services and enhanced student success in higher education. Originality/value Little is known about first-year students’ needs for institutional support and reasons for thinking about dropout in Germany. Understanding the student perspective is crucial for enhancing student retention. Digital badges are an emerging educational technology in higher education and they have the potential to target academic requirements, which may guide first-year students and help them to better adjust to universities’ demands.

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Nudging Demand for Academic Support Services: Experimental and Structural Evidence from Higher Education

SSRN Electronic Journal ◽

10.2139/ssrn.3699849 ◽

2020 ◽

Author(s):

Todd Pugatch ◽

Nicholas Wilson

Keyword(s):

Higher Education ◽

Support Services ◽

Academic Support ◽

Academic Support Services

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Latina College Students: Issues and Challenges for the 21st Century

NASPA Journal ◽

10.2202/0027-6014.1111 ◽

2000 ◽

Vol 37 (3) ◽

Cited By ~ 35

Author(s):

Adele Lozano Rodriguez ◽

Florence Guido-DiBrito ◽

Vasti Torres ◽

Donna Talbot

Keyword(s):

Higher Education ◽

Financial Aid ◽

21St Century ◽

Academic Support ◽

Academic Affairs ◽

Campus Environment ◽

Latina College Students ◽

College And University ◽

Effective Strategies ◽

Success In Higher Education

A neglected yet increasing student population in higher education at the threshold of the 21st Century, Latina college and university students face distinct challenged and barriers to participation. This manuscript explores various Latina student issues - including "labeling," barriers, and factors contributing to success - and examines effective strategies for student and academic affairs administrators to support Latina success in higher education (ie, financial aid, academic support, social/cultural support, and campus environment).

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