International Student Support Services at Ontario Universities

2013 ◽  
Vol 1 (1) ◽  
pp. 55-66 ◽  
Author(s):  
Clayton Smith ◽  
Brenda Whiteside ◽  
Suzanne Blanchard ◽  
Chris Martin
Keyword(s):  
Support Services ◽  
International Student ◽  
Student Support Services ◽  
Student Support

scholarly journals An Inventory of International Student Services at 200 U.S. Universities and Colleges

2019 ◽  
Vol 9 (4) ◽  
pp. 993-1008 ◽  
Author(s):  
Tara Madden-Dent ◽  
Dawn Wood ◽  
Katerina Roskina
Keyword(s):  
Support Services ◽  
International Student ◽  
Student Support Services ◽  
Student Support ◽  
School Administrator ◽  
Spring Semester ◽  
Institutional Practices ◽  
Universities And Colleges ◽  
The Us ◽  
Survey Results

During the spring semester of 2018, a survey of international student support services was conducted on 200 randomly selected U.S. universities and colleges using the International Student Support Services Index. Survey results identified the most and least commonly provided international student support services in addition to common patterns of institutional practices around international student support across the US. The research results are complemented by researcher notes and observations in addition to school administrator quotes. This article concludes with recommendations and implications for practice. Colleges and universities wanting to recruit and retain culturally and academically prepared international students may benefit from learning how other institutions offer integration support services.

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.

Comparative Study Of Student Support Services Of UKOU And SLOU

2008 ◽  
Vol 5 (1) ◽  
pp. 66-76
Author(s):  
Aijaz Ahmed Gujjar ◽  
◽  
Bushra Naoreen Choudhry ◽  
Amtul Hafeez Choudhry ◽  
◽  
...  
Keyword(s):  
Comparative Study ◽  
Support Services ◽  
Student Support Services ◽  
Student Support

Availability of student support services for Inclusive Education in Govt. and Non Govt. Schools.

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Neetu Khokhar
Keyword(s):  
Inclusive Education ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Physical Infrastructure ◽  
The Difference

The purpose of present investigation is to study the availability of student support services for inclusive education in govt. and non govt. schools. The study was conducted on 50 schools of both types in sonipat distt.of Haryana. Self constucted questionnaire was used for this investigation. t-two tail test assuming equal variances was used for the purpose of ananysis the data the difference between the availability of student support services( physical /infrastructure,madical,teching and evaluation ) in govt and non-govt schools is found to be significant.

Connecting with others: Dispositional and situational relatedness during the college transition

2021 ◽  
pp. 026540752110345
Author(s):  
Jordan A. Booker ◽  
Erika Hernandez ◽  
Karen E. Talley ◽  
Julie C. Dunsmore
Keyword(s):  
College Transition ◽  
Support Services ◽  
College Adjustment ◽  
Student Outcomes ◽  
Student Support Services ◽  
Student Support ◽  
Well Being ◽  
Subjective Well Being ◽  
Social Challenges ◽  
Successes And Challenges

The college transition involves social challenges for students, including concerns about distance from family and hometown friends, and pressure to build a new social network on campus. Students who are successfully navigating these social challenges should be better adjusted on campus and feel more satisfied with the direction of their lives. We measured two expressions of relatedness in incoming, central US students’ ( N = 244; M age = 18.1 years; 78.6% women) autobiographical recollections of the college transition: (a) dispositional relatedness (DR) and tendencies to emphasize motivations for connecting with others; and (b) situational relatedness (SR) and reflections on successes and challenges within specific relationship domains. We hypothesized that both expressions of relatedness would be positively and distinctly associated with longitudinal reports of college adjustment (i.e., belonging) and subjective well-being (i.e., life satisfaction). We also hypothesized that changes in college adjustment would mediate associations between expressions of relatedness and well-being. Findings broadly supported expectations. Each expression of relatedness robustly predicted better student outcomes longitudinally. Further, improvements in college belonging and decreases in homesickness mediated the ties between situational relatedness and subjective well-being. We discuss the implications of these findings for the college transition and student support services.

scholarly journals Assessing the Administrative Support Needs (Library and Technical) of Allied Health Students Enrolled in a Distance Education Program

2006 ◽  
Author(s):  
Amanda Carroll-Barefield
Keyword(s):  
Distance Education ◽  
Education Program ◽  
Support Services ◽  
Research University ◽  
Allied Health ◽  
Administrative Support ◽  
Student Support Services ◽  
Student Support ◽  
Distance Education Program ◽  
Allied Health Students

As more emphasis is placed on offering education to the distance student and monies are spent to provide these services, institutions must ensure they reap the rewards of the investment. One avenue to ensure success in distance education is the implementation of strong student support services. This is a task that will take the teamwork of educators, administrators, instructional technologists/designers, and support personnel. For institutions transitioning to a distance format, measures must be taken to ensure that the learner, no matter what the method of delivery, has access to equivalent student support services. One approach to measuring this aspect is the determination of student satisfaction with the support services offered to distance students. A study was conducted at a public health sciences research university in the Southeast to determine whether the administrative student support services (library and technical) offered at the institution met the educational needs of allied health students enrolled in a distance education program. Results from student questionnaires were analyzed to determine the satisfaction level of distance students with administrative (library and technical) student support services. Overall responses showed that allied health students enrolled in a distance education program were satisfied with the existing student support services (library and technical) offered by the institution. Narrative responses from the participants reinforced a common theme that although the students were satisfied with the services, more emphasis needed to be placed on library and technical support services that are available to distance education students during the program orientation.

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.

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