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1 – 7 of 7Pras Ramluggun, Olga Kozlowska, Sarah Mansbridge, Margaret Rioga and Mahmood Anjoyeb
The purpose of this paper is to examine how faculty staff on health and social care programmes support students with mental health issues.
Abstract
Purpose
The purpose of this paper is to examine how faculty staff on health and social care programmes support students with mental health issues.
Design/methodology/approach
The study used a qualitative survey design to gain in-depth information on faculty staff experiences. Seventy-one faculty staff at two universities in the South East of England out of an eligible population of 115 staff responded to an anonymous online questionnaire which were thematically analysed.
Findings
The findings indicated that faculty staff faced uncertainties in providing support to students with mental health needs. They reported tensions between their academic, professional and pastoral roles. There was a wide recognition that supporting students was physically and emotionally demanding for faculty staff and especially challenging when their roles and expectations were unclear. This was compounded by lack of explicit guidelines and an apparent severed connection between faculty staff and student support services.
Practical implications
A need for clearly defined roles and responsibilities for faculty staff in supporting students with mental health needs including a review of their pastoral role were identified. The study reinforces the need for effective collaborative arrangements and collective decision making and clearer procedures in the planning and implementation of students' personal support plans. A concerted effort into adopting a transpersonal approach which incorporates mental health staff awareness training, restorative spaces for reflection and supportive pathways for faculty staff are recommended.
Originality/value
This paper provides rare empirical evidence of faculty staff views on their role in supporting students with mental health needs on health and social care programmes.
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Morris R. Council, Lori S. Robinson, Robert A. Bennett and Prince M. Moody
There is a great deal of discussion involving Black male college athletes, particularly at Division I colleges and universities in revenue-generating sports. However, there is…
Abstract
There is a great deal of discussion involving Black male college athletes, particularly at Division I colleges and universities in revenue-generating sports. However, there is little discussion with regard to the unique role and complex challenges faced by Black male personnel who have the task of supporting student-athletes, especially athletes who are also Black males. The authors of the chapter extensively review the role of student-athlete academic support departments and the competencies needed to work in the profession. In addition, the chapter authors discuss how Black male identity can affect the Black male’s role in academic support positions.
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Juliette M. Iacovino and Sherman A. James
Over the past several decades, scholars and universities have made efforts to increase the retention of students in higher education, but graduation rates remain low. Whereas…
Abstract
Over the past several decades, scholars and universities have made efforts to increase the retention of students in higher education, but graduation rates remain low. Whereas two-thirds of high school graduates attend college, fewer than half graduate. The likelihood of graduation decreases even more for Black, Latino, American Indian, and low-income students, who have a 12–15% lower chance of earning their degree. The importance of psychosocial adjustment to student persistence has received relatively less attention than academic and social integration. Racial/ethnic minority students face unique challenges to psychosocial adjustment in college, including prejudice and discrimination, unwelcoming campus environments, underrepresentation, and a lack of culturally appropriate counseling resources. The current chapter will discuss the impact of these challenges on the persistence, academic success, and health of racial/ethnic minority students, and strategies that universities can employ to create inclusive policies, resources and campus environments that empower students of color and maximize their success.
Terrence L. Freeman and Marcus A. Huggans
The twenty-first century will be dominated by technological change as the United States competes in an increasingly interdependent world. If the United States is to maintain its…
Abstract
The twenty-first century will be dominated by technological change as the United States competes in an increasingly interdependent world. If the United States is to maintain its technological leadership, an inclusive engineering education is required. Engineering impacts many important aspects of day-to-day life from the environment to national security and half of our graduate degrees in engineering are granted to foreign nationals. While this influx of creative talent enriches the academic community, the underutilization of domestic talent threatens the engineering enterprise with professional shortages in university classrooms, research facilities, and corporate boardrooms. We are simultaneously challenged with addressing the shrinking pool of African-American males in higher education. The challenge is daunting but not insurmountable. Many African-American students have aspirations for engineering without the preparation and the community college is well suited to provide the bridge between aspiration and accomplishment. Community colleges serve 46% of all African-American students in higher education and there are exemplary programs that have tapped the underdeveloped resources in the African-American community. One example is the Emerson Minority Engineering Scholarship Program. By utilizing best practices, this program has helped to increase the pool of African-American engineers by providing opportunities to students who may have made other academic choices. This paper reviews persistence literature and discusses the challenges and strategies in developing a community college-based minority engineering program.
Judith Aurora Ruíz Godoy Rivera, Paulina Campos Villaseñor, Rafaela Bueckmann Diegoli and Roberto Domínguez Cáceres
This chapter describes challenges that students, faculty and administrators at the Monterrey Institute of Technology and Higher Education (Instituto Tecnológico y de Estudios…
Abstract
This chapter describes challenges that students, faculty and administrators at the Monterrey Institute of Technology and Higher Education (Instituto Tecnológico y de Estudios Superiores de Monterrey, ITESM) experienced related to remote learning and isolation. The authors document experiences and strategies of different management teams to act flexibly in times of uncertainty and to support society in general. Ultimately, technology, experience and trust in various levels of leadership as well as horizontal and inclusive communication changed the educational status quo and strengthened the university community.
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David Devins, Reina Ferrández-Berrueco and Tauno Kekale
The purpose of this paper is to explore the relationship between educational orientation and employer influenced pedagogy and to consider some implications for work-based learning…
Abstract
Purpose
The purpose of this paper is to explore the relationship between educational orientation and employer influenced pedagogy and to consider some implications for work-based learning (WBL) higher education (HE) policy and practice in Europe.
Design/methodology/approach
The paper draws on purposefully selected case studies to describe the key attributes of WBL related pedagogy associated with three HE programmes in Finland, Spain and the UK.
Findings
The national regulatory environment has a key role to play in issues associated with WBL pedagogy. The case studies also demonstrate a pluralistic approach to pedagogy and the key role that employers play in both providing regular intelligence to inform curriculum design and contributing to pedagogy.
Research limitations/implications
The small number of case studies limits the opportunity for generalisation and the level of analysis masks subtle and interesting differentiations in pedagogy worthy of further exploration.
Practical implications
The paper highlights implications for government to provide the vision and regulatory environment to encourage WBL and for universities and academics to design and implement innovative, pluralist pedagogies.
Originality/value
The paper provides a new framework and a unique analysis of programme level case studies from three European countries.
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