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 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.

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 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.

Scaling Online Education at a Small, Private University

2019 ◽  
pp. 185-205
Author(s):  
Michael S. Hoffman ◽  
Shelley Jack
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Support Services ◽  
Public Universities ◽  
Student Support Services ◽  
Learning Experience ◽  
Student Support ◽  
Private University ◽  
Online Programs ◽  
For Profit

The online education landscape is dominated in higher education by large for-profit institutions and large public universities, but how can a small, private university develop online programs and scale them in such a way as to offer students an excellent learning experience, provide exemplary student support services, and do so with limited resources? This chapter discusses the challenges faced, and solutions deployed, by one such institution as it implemented and grew its portfolio of fully online programs.

scholarly journals Remote Student Support During COVID-19: Perspectives of Chief Online Officers in Higher Education

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Bettyjo Bouchey ◽  
Erin Gratz ◽  
Shelley Kurland
Keyword(s):  
Higher Education ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Rapid Expansion ◽  
Institutions Of Higher Education ◽  
Online Student ◽  
Face To Face ◽  
Remote Operations

In order to understand the nature of online student support services during the COVID-19 pandemic, 31 chief online officers representing a range of colleges and universities were interviewed in late Spring 2020. Findings highlighted issues of access and equity in online student support services, the rapid expansion of student services due to the pandemic, and how strength in online programming enabled a more seamless pivot to emergency remote operations.  This study adds texture to the literature on the gaps between support services offered to face-to-face versus online students, and also provides a foundation for important questions regarding the future of online student support after COVID-19.  The study also begins a dialog into the long-term ramifications of siloing online organizational units at institutions of higher education.  

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.

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