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Article
Publication date: 29 June 2020

The Covid-19 pandemic and the dissolution of the university campus: implications for student support practice

Rille Raaper and Chris Brown

This paper problematises student support in higher education during the Covid-19 crisis and proposes an original approach of social network analysis for developing…

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Abstract

Purpose

This paper problematises student support in higher education during the Covid-19 crisis and proposes an original approach of social network analysis for developing effective support for students from different socio-economic backgrounds.

Design/methodology/approach

In this forward-thinking essay, the authors draw on theoretical ideas from Hannah Arendt in conceptualising the destructive and productive nature of societal crises such as the Covid-19 pandemic. We also draw on literature on social network analysis in exploring student support.

Findings

The authors propose a number of recommendations for university staff to consider when developing effective student support, ranging from nurturing their own professional capital to mapping student support networks and the role of faculty within these.

Originality/value

This paper emphasises the importance of developing effective student support that works for students from different socio-economic backgrounds. This is essential to avoid regression in widening participation policies and practices, and to promote inclusive university environments.

Details

Journal of Professional Capital and Community, vol. 5 no. 3/4
Type: Research Article
DOI: https://doi.org/10.1108/JPCC-06-2020-0032
ISSN: 2056-9548

Keywords

  • Student support
  • Social networks
  • Widening participation
  • Professional capital
  • Network capital
  • Covid-19

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Article
Publication date: 4 August 2014

LIS e-learning programs: a study of Student Support Services

Shraddha Anilkumar and Shalini Ramdas Lihitkar

The purpose of this paper is to know the personalized online student support system provided by e-learning centers, to find out academic advice as Student Support Services…

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Abstract

Purpose

The purpose of this paper is to know the personalized online student support system provided by e-learning centers, to find out academic advice as Student Support Services provided by institution running e-learning programs; to find out career counseling as Student Support Services provided by institution running e-learning programs; to find out technical support as Student Support Services provided by institution running e-learning programs; to find out registration assistance as Student Support Services provided by institution running e-learning programs; to find out methods used for paying fee for e-learning programs for LIS education; and to find out financial aid available for students for e-learning programs in LIS education.

Design/methodology/approach

The present study is exploratory in nature. In the study, the attempt was made to explore the Student Support Services provided by e-learning institution. It focuses on the various online Student Support Services. Data collection was made through following methods: through Web pages of related departments; by contacting the departments and by sending questionnaires.

Findings

Student Support Services provided by institutions – academic advice: it was observed from Table I that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like academic advice to the students opting LIS courses through e-programs; career counseling: it was observed from Table II that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like career counseling to the students opting LIS courses through e-programs; technical support: it was observed from Table III that 100 per cent universities/institutes provide technical support to the students opting LIS courses through e-programs; and registration assistance: it was observed from Table IV that 100 per cent universities/institutes provide registration assistance support to the students opting LIS courses through e-programs. *Mode of payment of fees for e-learning programs for LIS education: it was apparent from the information (Table V) that mode of payment of fees such as credit card, check and purchase order or money order is available for majority of e-learning courses. *Financial aid available for students for e-learning programs in LIS education: it may be concluded on the basis of the study results (Table VI) that for significantly (p < 0.05) high percentage of LIS courses, the financial aid is not available.

Research limitations/implications

The research work, especially Student Support Services, was limited to only 23 institutions which are running courses in LIS education by e-learning technology.

Practical implications

The present study shows that there is a need to strengthen more Student Support Services. The successful implementation of such a system would need efforts by the concerned management of the institutions and substantial support from the apex statutory organizations. The stakeholders have strongly reinforced the necessity of support strategies which need to start from the time the student enrolls to completion of course. Feedback from students, teachers and researchers should be taken for improving the services. It is useful for those who are running e-learning courses.

Social implications

Students who are taken and studying online courses would be aware of Student Support Services.

Originality/value

This research work is valuable and original, and no prior research has been identified for Student Support Services for e-learning programs in LIS.

Details

Library Hi Tech News, vol. 31 no. 6
Type: Research Article
DOI: https://doi.org/10.1108/LHTN-05-2014-0039
ISSN: 0741-9058

Keywords

  • LIS education
  • E-learning
  • E-learning programs
  • Virtual learning
  • Student Support Services

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Article
Publication date: 9 October 2007

Supporting dyslexic Scottish university hospitality students: positive actions for the future?

Arthur Ingram, Emily Pianu and Rita Welsh

The purpose of the paper is to explore the issues of dyslexia and the management of learning support within two Scottish suppliers of premier HE hospitality education…

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Abstract

Purpose

The purpose of the paper is to explore the issues of dyslexia and the management of learning support within two Scottish suppliers of premier HE hospitality education: Napier and QMU universities of Edinburgh.

Design/methodology/approach

This exploratory, qualitative fieldwork outlines course managers', teachers' and disabilities support staff perceptions of dyslexia support. Students' views are noted, not interviewed. The paper describes the views of 12 of a sample of (eight female and four male) staff interviewees. Napier University and Queen Margaret University are post‐1990 “new” universities; Napier has a larger student/staff population than QMU.

Findings

The emergent findings in this paper highlight the fact that managers, teachers and support staff operate an under‐resourced and largely ad hoc system of dyslexic support, although Napier, with greater central funding, shows signs of more strategic insight with the appointment of a full‐time dyslexia coordinator with strategic potential. The findings pinpoint the strengths (personal attention) of decentralised support with ambiguity problems and the need for a generic centrally coordinated support system capable of codifying tacit experience into customised support packages for hospitality students.

Research limitations/implications

The paper is a small exploratory study of the views and perceptions of dyslexia of course managers', hospitality teachers' and support staff from two of Edinburgh's new universities. Both have decades of internationally respected work in hospitality education and elsewhere in higher education.

Practical implications

The fieldwork draws attention to this situation and suggests ways to make concepts of dyslexia and disability more relevant to academic hospitality managers teaching in higher education and to those practising in the field.

Originality/value

The paper examines the proposition that, while dyslexia is a condition open to support and improvement, it is for many practitioners a vague concept. What emerges from the interviews is that disability and what to do about it seems to be an attitude of mind, a question of perceptions, frames of references, intangible properties: that the essence of enhanced dyslexic support is how to do things better. Napier and QMU give valuable ad hoc examples here on which to design future practice. What is needed is a systematic approach to design, implementation and sustainability, and an understanding of the tacitly held knowledge that underpins experience‐generated systems of knowledge. Bringing out such tacit and explicit notions of the complexity of perceptions of knowledge lies in future studies.

Details

International Journal of Contemporary Hospitality Management, vol. 19 no. 7
Type: Research Article
DOI: https://doi.org/10.1108/09596110710818347
ISSN: 0959-6119

Keywords

  • Dyslexia
  • Perception
  • Students
  • Hospitality education
  • Scotland

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Article
Publication date: 4 December 2020

Academic support under COVID-19 lockdown: what students think of online support e-tools in an ODeL course

Micheal Moos van Wyk

This paper aims to explore student teachers’ views related to the online academic support e-tools used under the COVID-19 lockdown.

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Abstract

Purpose

This paper aims to explore student teachers’ views related to the online academic support e-tools used under the COVID-19 lockdown.

Design/methodology/approach

Mapping a pragmatic research approach, an explanatory mixed methods design was used for the study.

Findings

Empirical evidence revealed that student teachers were satisfied and experienced the academic support tools as being positively applied to their online learning. Furthermore, it is reported that student teachers preferred the discussion forum as the most appropriate academic support e-tool in the course under coronavirus (COVID-19) lockdown.

Research limitations/implications

This exploratory pragmatic study extends the knowledge of the online academic support e-tools for an open distance e-learning (ODeL) context that was used under COVID-19 lockdown. This study provides additional evidence concerning a revised academic support frame for an ODeL online learning context. Research limitations: small sample size was used, and therefore caution must be applied, as the findings might not be transferable to a similar context. The current study has only examined a teacher education course and could not be generalised to similar conditions as those under COVID-19 lockdown. This exploratory research has raised many questions that require further investigation. More research is required to determine the efficacy of the academic support e-tools with regard to student learning in other online courses and contexts.

Practical implications

The student teachers that participated in this study were empowered to using the academic support e-tools to support them under COVID-19 lockdown. The discussion was mostly preferred academic supportive e-tool as an engaged, participatory and communicative platform for accelerated learning in the teaching methodology of economics course.

Originality/value

A noteworthy contribution was made in the design and testing of the reliability of methodological tools, which could be replicated in blended and ODeL contexts.

Details

Interactive Technology and Smart Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
DOI: https://doi.org/10.1108/ITSE-08-2020-0121
ISSN: 1741-5659

Keywords

  • Academic support
  • Assessment support e-tool survey
  • COVID-19 lockdown
  • Exploratory mixed methods design
  • Pragmatic approach
  • Teaching methodology of economics

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Article
Publication date: 4 September 2020

Moderating effect of perceived lecturer support on academic self-efficacy and study engagement: evidence from a Ghanaian university

Edem M. Azila-Gbettor and Martin K. Abiemo

The purpose of this paper is to investigate the relationships between academic self-efficacy, study engagement and perceived lecturer support within a higher education setup.

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Abstract

Purpose

The purpose of this paper is to investigate the relationships between academic self-efficacy, study engagement and perceived lecturer support within a higher education setup.

Design/methodology/approach

A convenience sample of 376 respondents from a technical university in Ghana took part in the study by completing self-reported questionnaire. Data were analysed using descriptive statistics and partial least square-based structural equation modelling (PLS-SEM).

Findings

Findings suggest academic self-efficacy and perceived lecturer support are positive and significant predictors of study engagement. In addition, perceived lecturer support was a significant moderator between academic self-efficacy and study engagement.

Originality/value

This paper is one of the first to have tested a model including academic self-efficacy, study engagement and perceived lecturer support in a technical university setup from a developing country perspective.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
DOI: https://doi.org/10.1108/JARHE-04-2020-0079
ISSN: 2050-7003

Keywords

  • Academic self-efficacy
  • Study engagement
  • Perceived lecturer support
  • Higher education
  • Ghana

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Book part
Publication date: 3 February 2015

Teacher Views on Working with Others to Promote Inclusion

Marianne Mangano

This chapter reports on teachers’ views working with support staff to include students with disabilities in Australian schools. To ensure students with disabilities are…

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Abstract

This chapter reports on teachers’ views working with support staff to include students with disabilities in Australian schools. To ensure students with disabilities are engaging in educational activities best suited to their needs it is imperative that the classroom teacher is at the forefront of the student’s education. In order for teachers to achieve inclusive practices they need to be confident in their capabilities. Research by Boyle, Topping, Jindal-Snape, and Norwich (2011) identified that teachers viewed the support of their ‘peers and colleagues’ (p. 178) as being the most important aspect in assisting them to gain an understanding of working with students with disabilities. Therefore, it is beneficial to identify the efficacy of the interactions between teachers and others to ensure inclusion is successful.

Details

Working with Teaching Assistants and Other Support Staff for Inclusive Education
Type: Book
DOI: https://doi.org/10.1108/S1479-363620150000004005
ISBN: 978-1-78441-611-9

Keywords

  • Administrators
  • education assistants
  • inclusion
  • special needs
  • support
  • teachers

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Book part
Publication date: 29 July 2019

Measuring and Assessing Support Services: Intended Performance

John N. Moye

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Details

A Machine Learning, Artificial Intelligence Approach to Institutional Effectiveness in Higher Education
Type: Book
DOI: https://doi.org/10.1108/978-1-78973-899-520191005
ISBN: 978-1-78973-900-8

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Book part
Publication date: 14 November 2014

Theory-Based Interventions with Middle-School Teachers to Support Student Motivation and Engagement

Julianne C. Turner

I address the question, Is theory useful when collaborating with teachers to improve student engagement?

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Abstract

Purpose

I address the question, Is theory useful when collaborating with teachers to improve student engagement?

Design/methodology

We based our work on four principles of motivation drawn from the research literature: students are more likely to engage in learning if teachers support their perceptions of competence, autonomy, belongingness, and make learning meaningful. To bridge the gap between theory and practice, we suggested that teachers use certain instructional strategies, like open-ended questions, related to supporting student engagement. These strategies were both more complex than the standard practices and more challenging to implement, given the current U.S. emphasis on standardized testing. In two longitudinal studies, we provided rationales for engagement principles and instructional strategies related to student engagement and encouraged teachers to use new practices. Mixed methodology included online observation measures and video of classroom instruction, retrospective interviews with teachers, and student interviews and experience sampling self-reports.

Findings

Short case studies of teachers change illustrate the examples of implementation. In both studies, about half the teachers made significant instructional changes, which were related both to teacher perceptions of student engagement and to student self-reports.

Originality/value

Insights gained from the studies may offer researchers practical information about how to work with teachers to improve engagement in the classroom. They include whether teachers can understand abstract motivation terminology, consider students’ “basic needs” when planning instruction, and implement strategies so that they are likely to support student engagement. Other learnings include the strong impact of teacher culture on change efforts and the need to consider teachers’ “basic needs” if we are to support them in instructional change. Long-term collaboration and establishing mutual trust may be the best way for both researchers and teachers to develop common understandings for supporting student motivation in the classroom.

Details

Motivational Interventions
Type: Book
DOI: https://doi.org/10.1108/S0749-742320140000018009
ISBN: 978-1-78350-555-5

Keywords

  • Engagement
  • instruction
  • professional development
  • theory
  • practice
  • middle school

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Book part
Publication date: 5 June 2018

Viewpoints on Interventions for Students with Extensive and Pervasive Support Needs

Jennifer Kurth, Alison Zagona, Amanda Miller and Michael Wehmeyer

This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often…

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Abstract

This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often categorized as having intellectual disability, multiple disabilities, autism spectrum disorder, or related disabilities. The lenses through which we provide these viewpoints are historical and future-oriented; we begin with historic perspectives on the education of students with extensive and pervasive support needs, and then provide 21st century viewpoints for these learners. We interpret the notion of viewpoints in two ways: first, consistent with a viewpoint as indicating an examination of objects (in this case, practices and interventions) from a distance so as to be able to compare and judge; and, second, viewpoint as indicating our perspective on said interventions and practice.

Details

Viewpoints on Interventions for Learners with Disabilities
Type: Book
DOI: https://doi.org/10.1108/S0270-401320180000033007
ISBN: 978-1-78743-089-1

Keywords

  • Extensive support needs
  • inclusive education
  • severe disability
  • assessment
  • individualized education program
  • access
  • strengths-based

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Book part
Publication date: 27 November 2015

Toward a New Concept of Student Support: Lessons from the Recent Experience in Brazil’s Federal Universities

Rosana Heringer

This paper aims to contribute to the development of a new concept of support for higher education students in public universities in Brazil. The recent expansion of…

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Abstract

This paper aims to contribute to the development of a new concept of support for higher education students in public universities in Brazil. The recent expansion of enrollment in federal universities in Brazil, due to the affirmative action policies and increase in the number of admissions, has increased the number of students in need of special support, including financial help and special programs for academic support (language courses, enrollment in special projects, and others). We explore different dimensions of student support in order to contribute to a more complex perspective about the demands and expectations of these students.

Details

Mitigating Inequality: Higher Education Research, Policy, and Practice in an Era of Massification and Stratification
Type: Book
DOI: https://doi.org/10.1108/S1479-358X20150000011012
ISBN: 978-1-78560-291-7

Keywords

  • Student support
  • higher education
  • Brazil
  • affirmative action

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