scholarly journals Student Support Services in Higher Education: A Student Perspective

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Sukhdeep Kaur
Keyword(s):  
Higher Education ◽  
Support System ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Student Perspective ◽  
Policy Makers ◽  
Social And Emotional ◽  
Quality Of Higher Education

Various policies have been framed from time to time to uplift the quality of higher education. But policy makers usually miss the key element of higher education that is students. Giving support to students including social and emotional support along with academic support brings awareness in students and can help a lot in enhancing the quality of higher education. The present study has been conducted to evaluate the student support services provided by authorities for improvement in individual as well as in improving the functioning of the institution. Majority of the students were not satisfied with the support system provided to them in higher education institutions. Students demanded regular revision in the curriculum according to the changing needs of the society, preferred knowledge with skills, addition of books in library and good support system for disabled students.

scholarly journals Quality of Academic Advising and Student Support Services from the Perspective of Preparatory Year Students at the University of Najran

2021 ◽  
Vol 13 (46) ◽  
pp. 105-128
Author(s):  
Muhammad Abdo Muhammad Salim ◽  
Muhammad Omar Al-Sayed Amin ◽  
Mona Abbas Salman Abu Marra
Keyword(s):  
Academic Advising ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Quality Of Services ◽  
Struggling Students ◽  
Preparatory Year ◽  
Advising Services ◽  
The University

This research aimed to measure the level of quality of academic advising and student support services from the perspective of students of Preparatory Year at the University of Najran. To achieve this, the descriptive analytical method was followed by administering a questionnaire consisting of (37 items) which were distributed over four dimensions (the academic advisor – the quality of the academic support for outstanding and struggling students – the quality of supporting talented and creative students – the quality of complaints and suggestions services). The sample consisted of (300) students selected from among the preparatory year at the University of Najran. The results indicated that the level of quality of academic advising services and student support services was (medium level) with a mean of (2.24). There were statistically significant differences at (α = 0.05) in the level of quality of academic services and student support services according to the level (first-second) in favor of the second level. There were also differences in the level of academic advising and student support services according to student status at (α = 0.05) in favor of struggling students. Results also indicated that there were no statistically significant differences in the students' assessment of the quality of services due to the gender variable. The study concluded that academic advising services need more efforts to improve the quality of services, especially in providing the necessary support to students, as well as the services for gifted and creative students, complaints and suggestions services. The study recommended the need to adopt clear mechanisms for academic advising and student support through which these services can be provided to all student categories and to evaluate the quality of these services. Keywords: academic advising, preparatory year, quality, Najran University.

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 Pemanfaatan Teknologi Informasi Dan Komunikasi (TIK) Dalam Meningkatan Mutu Perguruan Tinggi Agama Hindu

2018 ◽  
Vol 4 (2) ◽  
pp. 219
Author(s):  
I Gede Agus Krisna Warmayana
Keyword(s):  
Higher Education ◽  
Communication Technology ◽  
Service Management ◽  
Policy Makers ◽  
Quality Of Higher Education ◽  
Collection Data ◽  
Information And Communication ◽  
Academic Information ◽  
Academic Services

<p><em>Information and Communication Technology (ICT) is a fundamental requirenment in Education. ICT plays an important role in improving the quality of higher education. In improving the quality of higher education, especially Hindus-based colleges, a management model of academic service management is needed in terms of policy makers, planners, organizers, implementers, and controlling the quality of academic services. The data was collected throughout observation, interviews, and document analysis. Particularly for data analysis, an interactive model was used including data collection, data reduction, data display, and conclusions. The results of this study indicated that the application of quality management of ICT-based academic services is highly effective in higher education because of policy documents and quality control instrumentation which resulted on an optimal and fast service processes, easy coordination and integration between many ICT-based academic service institutions, academic information system database (SIAKAD) and PDDIKTI, a qualified control institutions specifically in aspects of institutional structure, human resources, and quality instrumentation; and there is a commitment from all steakholder owners to implement a quality and ICT-based culture.</em><strong><em></em></strong></p>

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.

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 Student Support System in Virtual Learning Environment for Medical Education: McKenna Content Analysis Method

2020 ◽  
Author(s):  
Zohrehsadat Mirmoghtadaie ◽  
Mojgan Mohammadimehr
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Support System ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Social Needs ◽  
Content Analysis Method

Abstract Background: Student support services are a broad and important concept in education, each of which is related to a specific set of hypotheses related to the subject. This lack of theoretical and conceptual ambiguity has led to poor understanding and communication between researchers and policymakers and problems in comparing studies in different fields. The purpose of this study is to explain the student support system in virtual learning environment for medical education.Methods: This study was a qualitative research. An extensive search in scientific databases was carried out based on predetermined strategies, and 53 documents were reviewed from 1996 until 2019. Data were analyzed based on Hugh McKenna’s nine-step approach. Results: According to the literature review, determining the support services of students in virtual learning, providing academic and non-academic services is the responsibility of students' cognitive, emotional and social needs. These services lead to greater student participation in the process of self-learning and academic achievement, which is done at three levels: (pre-program, learning process and post-graduate support services). Student support services were categorized into conceptual areas (level, dimensions, and purpose) and the relationship between these conceptual areas was identified.Conclusions: Based on the findings of this study, student support services in virtual learning can be divided into two categories: academic and non-academic with relevant subcomponents. It is recommended that educators and policy makers use these results to facilitate student support for different types of virtual learning.

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.

scholarly journals Providing Innovative Service to Students Inside and Outside of the Online Classroom: A Student Perspective

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Anita Crawley ◽  
Marie Fetzner
Keyword(s):  
Academic Success ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Student Perspective ◽  
Online Classroom ◽  
Student Centered ◽  
Online Student ◽  
Support Students ◽  
Collaborative Efforts

While institutions recognize the need to provide online student support services, the most effective approaches for developing and delivering these services are not always clear. The need to support students inside and outside the online classroom calls for collaborative efforts from many constituencies. The articles in this volume illustrate good practices in providing student-centered service innovations designed to improve academic success and retention.

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.

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