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1 – 10 of over 3000
Article
Publication date: 13 February 2024

Jennifer Hillman, Dave Lochtie and Olivia Purcell

In this case study, we offer an analysis of feedback from a student experience survey completed by Black undergraduate students who received proactive, targeted coaching and…

Abstract

Purpose

In this case study, we offer an analysis of feedback from a student experience survey completed by Black undergraduate students who received proactive, targeted coaching and mentoring support during 2021–2022. All the students were studying at a large higher education institution in the United Kingdom which offers a broad range of degree courses by distance learning.

Design/methodology/approach

This paper reports on the intervention delivered and analyses the student experience of being offered, and receiving, proactive coaching and mentoring. It is based on the responses of 102 students who engaged with the experience survey after having self-selected to receive the intervention. What follows is an analysis of their experiences using a qualitative in vivo approach based on word frequency in students’ free-text comments.

Findings

The findings presented are that, in this intervention, students who self-select to receive coaching and mentoring support experience tangible (self-reported) behaviour changes with potentially longer term benefits for their studies. These include improved self-confidence and self-efficacy, increased proactive help-seeking behaviour, greater recognition of strengths and achievement and personal growth and self-awareness.

Originality/value

In presenting this case study, we aim to contribute to the growing corpus of practitioner case studies and research papers that show the benefits of coaching and mentoring in higher education and – more specifically – why coaching and mentoring can be a worthwhile targeted intervention for students from underrepresented backgrounds. This lends support to the growing consensus that students with positive, proactive help-seeking behaviours perform better than students not able to access support (Byrne et al., 2014). We conclude the case study with some practical implications for providers looking to provide targeted support to students.

Details

International Journal of Mentoring and Coaching in Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 2 February 2024

Miller Williams Appau, Elvis Attakora-Amaniampong and Iruka Chijindu Anugwo

Providing student housing designed to support students living with a disability is a global challenge. This study assesses buildings' physical health condition systems and drivers…

Abstract

Purpose

Providing student housing designed to support students living with a disability is a global challenge. This study assesses buildings' physical health condition systems and drivers of physical health condition effects on students living with disability (SWD) in purpose-built university housing in Ghana.

Design/methodology/approach

The study used quantitative design and methods based on the theory of supportive design premises. Using the partial least square structural equation model, a survey of 301 students living with a physical disability, mild visual disability and mild hearing disability was collected in 225 student housings.

Findings

The study found that insect control and cleaning services are a priority in off-campus building design and management and directly positively affected the sense of control and physical health of SWD. The nature of lightning systems, noise and thermal comfort directly negatively affected SWD disability learning and discomfort.

Practical implications

Reviewing and enforcing student housing design drawings at the preliminary development stage by university management is critical. More broadly, physical health systems that control cleaning, noise and thermal comfort are essential for SWD health in student housing.

Originality/value

Studies on all-inclusive building designs have consistently focused on lecture theaters and libraries with limited attention on the physical health condition systems in student housing that support the quality healthcare of university campuses. Research on physical health condition systems in student housing is significant for all-inclusiveness and student housing management.

Details

Property Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0263-7472

Keywords

Article
Publication date: 4 December 2023

Emilia Stavrou and Antonios Kafa

The purpose of this paper is to investigate school principals' leadership styles in Cyprus in relation to students' support for special education needs within the context of…

Abstract

Purpose

The purpose of this paper is to investigate school principals' leadership styles in Cyprus in relation to students' support for special education needs within the context of inclusive education.

Design/methodology/approach

The original type of evidence was qualitative empirical research through the examination of four case studies in school organizations with a high number of students with special education needs. Using the interview protocol, data on school principals' leadership styles were collected from school principals and teachers. The empirical development theory method was used to analyze the data.

Findings

The findings suggest that in the respective school organizations, a combination of all leadership styles can support the desired outcomes of students with special education needs, thereby promoting the inclusive education aspect in school organizations. However, there was a preference for the entrepreneurial leadership style, which connects the external leadership dimension with school principalship.

Originality/value

These findings could assist in shaping a specific educational policy that includes professional development for school principals in entrepreneurship in order to support students with special education needs. Furthermore, the results could be compared to those in other contexts where school principals' leadership styles and practices are promoted in relation to the support of students with special education needs.

Details

International Journal of Educational Management, vol. 38 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Open Access
Article
Publication date: 29 March 2024

Hyrine Mueni Matheka, Ellen P.W.A. Jansen, Cor J.M. Suhre and Adriaan W.H. Hofman

Given declining tuition funds and government grants, Kenyan universities need to develop strategies, including increased research grants and collaborations, to diversify their…

Abstract

Purpose

Given declining tuition funds and government grants, Kenyan universities need to develop strategies, including increased research grants and collaborations, to diversify their income sources. Well-managed doctoral students can boost a university’s teaching and research outputs. However, numbers of students enrolled in doctoral programmes at Kenyan universities are low, and graduation rates and time-to-graduate statistics are disturbing. Research undertaken elsewhere underline the important role played by supervisors and peers in facilitating students’ sense of belonging and their success. Therefore, this study aims to investigate the influence of supervisory and peer support on PhD students’ sense of belonging and their success at Kenyan universities.

Design/methodology/approach

In this cross-sectional study, data were gathered through an online questionnaire from 614 students admitted to doctoral programmes at Kenyan universities between 2010 and 2018. We used multi-item scales to collect data on PhD students’ self-efficacy, supervisory and peer support and a sense of belonging.

Findings

Structural equation modelling results revealed that PhD students’ modes of study and self-efficacy were significantly associated with the quality of supervision, peer support and a sense of belonging. However, only age, a sense of belonging and the quality of supervision were directly linked to their success.

Originality/value

This study contributes to the literature on doctoral-level education, responding to the need for research on the influence of relationships with supervisors and peers on PhD students’ sense of belonging and their success, especially in developing countries.

Details

Studies in Graduate and Postdoctoral Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-4686

Keywords

Open Access
Article
Publication date: 20 March 2024

Alexandra Frank and Dalena Dillman Taylor

Post-COVID-19, public K–12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing…

Abstract

Purpose

Post-COVID-19, public K–12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing challenges with academics, behavior and student social emotional health. The university counseling programs are in positions to build capacity in urban schools while also supporting counselors-in-training through service-learning opportunities.

Design/methodology/approach

The following conceptual manuscript demonstrates how counselor education counseling programs and public schools can harness the capacity-building benefits of university–school partnerships. While prevalent in fields like special education, counselor educators have yet to heed the hall to participate in mutually beneficial partnership programs.

Findings

Using the multi-tiered systems of support (MTSS) and the components of the university–school partnerships, counselor educators and school stakeholders can work together to support student mental health, school staff well-being and counselor-in-training competence.

Originality/value

The benefits and opportunities within the university–school partnerships are well documented. However, few researchers have described a model to support partnerships between the university counseling programs and urban elementary schools. We provide a best practice model using the principles of university–school partnerships and a school’s existing MTSS framework.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Article
Publication date: 13 February 2024

Daniella Delali Sedegah, Ricky Yao Nutsugbodo, Anna Arthur-Amissah, Sampson Wireko-Gyebi, Gifty Adobea Duodu, Valerie Efua Kwansima Bempong, Peace Ankor, Bernadette Ekua Bedua Afful and Michael Tuffour

The study aims to examine the entrepreneurial intentions (EIs) of tourism and hospitality (T&H) students in Ghana using the theory of planned behaviour (TPB). Specifically, the…

Abstract

Purpose

The study aims to examine the entrepreneurial intentions (EIs) of tourism and hospitality (T&H) students in Ghana using the theory of planned behaviour (TPB). Specifically, the study examined the role of university support on students’ EIs and behaviour within the framework of TPB.

Design/methodology/approach

An online questionnaire was used to collect data from 929 T&H students from six universities in Ghana. Structural equation modelling using AMOS was used to test the stated hypotheses.

Findings

The results showed that perceived university support (PUS) played a key role in influencing students’ attitudes, subjective norms and behavioural controls towards their EIs. Furthermore, the EI of T&H students was also found to have influenced students’ entrepreneurial behaviours (EBs). All seven hypotheses were significant.

Research limitations/implications

To increase the entrepreneurial drive of T&H students, universities and T&H educators need to provide support through strengthening experiential learning activities (guest speaker series, mentorship sessions, practicals and internships) to provide an avenue for students to be trained on risk management and failure recovery skills, develop positive attitudes and behaviours and learn from experts. Policymakers should also enact favourable laws to regulate business practices.

Originality/value

This is likely the first paper to address the issue of PUS for entrepreneurship amongst T&H students in the context of a developing country. Specifically, it addresses the role of universities and T&H educators in supporting T&H students to be entrepreneurs.

Details

Journal of Small Business and Enterprise Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1462-6004

Keywords

Article
Publication date: 30 August 2022

Radha Yadav, Atul Shiva and Sumit Narula

This study aims to explore various determinants of university attractiveness and its relationship with sustainable institutes. Further, the study examines the mediating role of…

Abstract

Purpose

This study aims to explore various determinants of university attractiveness and its relationship with sustainable institutes. Further, the study examines the mediating role of perceived student support and sense of belongingness on the relationship between university attractiveness and sustainable institutes.

Design/methodology/approach

The data analysis was conducted with 637 responses from the students from private universities located in the northern region of India. Variance based partial least square structural equation modeling (PLS-SEM) was applied in the study to investigate the proposed conceptual model on sustainable higher institutions. Additionally, by applying PLS Predict, the predictive relevance of sustainable institutions with important and performing constructs was found out.

Findings

The results of this study indicate that university attractiveness plays a critical role in enhancing perceived student support, and it has a direct and significant impact on developing sustainable institutes. Further, students’ sense of belongingness is expressed as significant mediator between university attractiveness and sustainable institutes. The predictive relevance of the study was reported to be high. Most important indicators of university attractiveness were found to be teaching, research and publications, branding and promotion, and diversity in courses offered by the private universities.

Research limitations/implications

The conceptual model under study can be investigated with a moderating effect of private and government universities in future. Additionally, the role of additional variables in online scenario under current pandemic situation can be assessed through the model used in this study. Future research can be done by using qualitative analysis through thematic analysis and sentiment analysis of students in higher education institutes.

Originality/value

The present study is the first to explore the mediating relationship of perceived student support and sense of belongingness with university attractiveness and sustainable institutes. The conceptual framework can prove to be important for education specialists, administrators of education institutes at university level and policymakers. The study offers effective ideas for policymakers to bring sustainability in education sector in near future especially in emerging economies and attain sustainable development goals.

Details

Asia-Pacific Journal of Business Administration, vol. 16 no. 1
Type: Research Article
ISSN: 1757-4323

Keywords

Article
Publication date: 12 December 2023

Leslie Ann Williams, Linda Atkinson, Sharon Dean, Tracy Watts McCarty, Emmett Mathews and Shelley Jaques-McMillin

To meet the needs of under-resourced, rural schools where teacher attrition is high, this case study examined how a school–university partnership strengthened teacher and leader…

Abstract

Purpose

To meet the needs of under-resourced, rural schools where teacher attrition is high, this case study examined how a school–university partnership strengthened teacher and leader abilities to support deeper learning for students.

Design/methodology/approach

This research focused on a 17-year collaborative partnership between one rural school district and a university research and outreach organization to develop deeper learning experiences for students through shared and supportive leadership and learning of teachers and leaders. The researchers utilized documents, field notes and interviews with administrators to validate the data.

Findings

The study’s findings suggest that participation in authentic, researched-based professional development through the partnership improved the skills of leaders and teachers to support deeper learning for students. This partnership heightened teacher and leader capacity to promote and support continued change and sustainability.

Originality/value

This case study explored how one university center collaboratively engaged with a district by sharing research and strategies to support the development of leaders and teachers to create deeper learning for students. Through these experiences, the district evolved its deeper learning system and improved its organizational effectiveness, leadership development and learning for all.

Article
Publication date: 5 March 2024

Re'Nyqua Farrington

Given the historical legacy of policing Black bodies, this research focuses on the structures of anti-Blackness within school policing and the strategies students of Color…

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Abstract

Purpose

Given the historical legacy of policing Black bodies, this research focuses on the structures of anti-Blackness within school policing and the strategies students of Color activists use as they work to defund or abolish police departments in the Los Angeles Unified School District (LAUSD).

Design/methodology/approach

Specifically, this article looks to Twitter as a counter-storytelling space for students of Color activists to organize and build movements to end anti-Black school policing. Through the frameworks of critical race theory (CRT) and Black critical theory (BlackCrit), this research applies inductive coding to analyze 42 Twitter posts from three students of Color-led organizations based in Los Angeles.

Findings

This document analysis presents four themes, which describe four dominant strategies students of Color activists use in their campaigns to defund or abolish school police in the LAUSD: (1) centering Blackness and Black student experiences, (2) making demands for the elimination of funding and support for school police, (3) calling for a shift in funding to support Black students and (4) employing multiple tactics concurrently.

Research limitations/implications

These findings demonstrate the importance of developing and centering a critical understanding of anti-Blackness to achieve racial and educational justice within social movements.

Originality/value

Moreover, the demands of students of Color activists reflect visions of public schools free from anti-Black school policing.

Details

Equality, Diversity and Inclusion: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-7149

Keywords

Article
Publication date: 20 September 2023

Michael L. Tidwell and Ellis S. Logan

The purpose of this paper is to understand demographic group (race, first-generation college graduate, gender, age) differences among perceived family and faculty social and…

Abstract

Purpose

The purpose of this paper is to understand demographic group (race, first-generation college graduate, gender, age) differences among perceived family and faculty social and family financial support within the US graduate school admissions pipeline in the social sciences.

Design/methodology/approach

Using data from a cross-sectional convenience sample survey (N = 99), this paper looks at ordinal social support variables (faculty member support, family social support and family financial support) by demographic groups. This paper uses a Mann–Whitney U test to compare first-generation status, race and gender and a Kruskal–Wallis H test to compare age groups.

Findings

This paper finds that applicants over 27 years old had significantly less faculty support in the graduate admissions pipeline compared to other age groups; differences in faculty support across race were marginally significant (p = 0.057). Regarding family social support, this paper finds first-generation applicants, male applicants and applicants over 27 years old report lower levels of support. Finally, this paper finds first-generation applicants and applicants over 27 years old report lower levels of familial financial support.

Originality/value

Previous literature on graduate admissions – published in this journal (Pieper and Krsmanovic, 2022) and others – does not consider experiences up to and before applicants hit the “submit” button on graduate applicants, which the authors term the graduate admissions pipeline. Instead, most previous literatures focus on faculty committees and validity of required application materials. Thus, this study begins to answer Posselt and Grodsky’s (2017) call to develop an understanding of applicant experiences and support within the graduate admissions pipeline.

Details

Studies in Graduate and Postdoctoral Education, vol. 15 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

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