Learning Counseling: A Higher Education Student Support Service

In the last two decades, students’ enrollment in Moroccan higher education has increased, and so has the student attrition phenomenon. To retain students until degree completion, the educational reforms carried out since 1999 have encouraged institutions to provide students with support services but have left institutions free to conceive their support policy. As a result, student tutoring and coaching have become popular in some universities. The purpose of this paper is to investigate these two types of support from the students’ perspective and the student support service they need. First, these types of support are described briefly. Second, it is demonstrated through a survey and a pilot project on students’ perception of the student support services in a higher limited admissions institution that students’ needs go beyond academic tutoring. Coaching, as psycho-social support, is gaining students’ interest.

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Cognitive Services Applied as Student Support Service Chatbot for Educational Institution

Advances in Intelligent Systems and Computing - International Conference on Innovative Computing and Communications ◽

10.1007/978-981-15-1286-5_35 ◽

2020 ◽

pp. 417-424

Author(s):

Leo Mrsic ◽

Tomislav Mesic ◽

Mislav Balkovic

Keyword(s):

Educational Institution ◽

Student Support ◽

Support Service ◽

Cognitive Services ◽

Student Support Service

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THE NEEDS OF COLLABORATION IN OPERATING AN OPEN AND DISTANCE LEARNING INSTITUTION: UT CASE

Jurnal Pendidikan ◽

10.33830/jp.v14i1.352.2013 ◽

2013 ◽

Vol 14 (1) ◽

pp. 31-37

Author(s):

Herman Herman

Keyword(s):

Distance Learning ◽

Human Resources ◽

Learning Style ◽

Student Support ◽

Support Service ◽

Mass Scale ◽

Study Program ◽

Academic Activities ◽

E Learning ◽

Student Support Service

This article discusses the importance of building collaboration among agencies in managing student support service for the distance student in Universitas Terbuka/UT (Indonesia Open University/IOU). As a mass-scale university with the number of students more than 600 thousand scattered in 37 provinces in Indonesia and overseas, heterogeneous socio-cultural background, offering more than 200 study program, and semester test held simultaneously, UT should be able to recruit thousands of tutors, invigilator, and executive personnel to conduct academic activities in those region. UT should manage course development team (curriculum developers, modules developers, content experts, media specialists, and art designers, linguists, and also graphics developers). UT should also provide classrooms for academic activities, lab and computer to facilitate student support service. This condition implies that the availability of human resources and infrastructure, including a computer lab connected to the internet in each unit of study is a necessity. Therefore, in order to improve the quality of distance learning and to accelerate change of learning style from traditional-based to e-learning-based, collaboration between UT with local agencies is a must to ensure the availability of human resources and e-learning facilities. Artikel ini membahas tentang peranan kolaborasi antar lembaga dalam upaya meningkatkan kualitas pelayanan bagi mahasiswa peserta program pendidikan jarak jauh di Universitas Terbuka (UT). Model perkuliahan sistem jarak jauh mengharuskan pesertanya mempraktekkan belajar mandiri, menggunakan modul sebagai bahan belajar utama, dan memanfaatkan ICT sebagai media dalam proses pembelajaran. Bahan ajar dalam bentuk cetak dan non-cetak dikembangkan oleh tim pengembang yang meliputi pengembang kurikulum, pengembang modul, ahli materi, ahli media, ahli bahasa, dan ahli grafik. Bantuan belajar disediakan dalam bentuk tutorial secara tatap muka dan online bagi mahasiswa di setiap unit belajar di dalam dan luar negeri. Sebagai sebuah perguruan tinggi berskala massal dengan jumlah mahasiswa lebih dari 600 ribu, mahasiswanya tersebar di 37 propinsi di Indonesia dan luar negeri, menawarkan lebih dari 100 program studi, serta ujian semester dilaksanakan secara serentak, maka UT harus mampu merekrut ribuan tenaga akademik (tutor), pengawas ujian, dan tenaga pelaksana ujian semester di setiap wilayah unit belajar. Untuk melaksanakan ujian semester dan memberikan layanan bantuan belajar, UT juga harus mampu menyediakan pusat unit belajar di daerah (regional center), ribuan ruang ujian, ruang untuk tutorial serta fasilitas lab computer. Karena itu, kolaborasi antara UT dengan instansi pemerintah dan non-pemerintah di daerah harus dilakukan untuk menjamin kelangsungan kegiatan akademik di daerah. Demikian pula, ketersediaan SDM berbasis ICT yang berkualitas dan infrastruktur termasuk lab komputer yang terkoneksi dengan internet di setiap unit belajar harus menjadi prioritas demi terciptanya pembelajaran berbasis e-learning bagi mahasiswa UT di daerah.

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Student Expectations and Quality of Postgraduate Education: The Case for Public Universities in Uganda

Advances in Social Sciences Research Journal ◽

10.14738/assrj.421.3756 ◽

2017 ◽

Vol 4 (21) ◽

Cited By ~ 1

Author(s):

Victoria Tamale Kaggwa ◽

Denis Sekiwu ◽

Esther Frances Naluwemba

Keyword(s):

Service Quality ◽

Administrative Support ◽

Postgraduate Education ◽

Student Support ◽

College Of Education ◽

Support Service ◽

Student Expectations ◽

Four Dimensions ◽

Student Support Service

In order to chant John Stuart Mill’s Utility Theory in Service Delivery, this study focuses on the quality of student support in Postgraduate Education at Makerere University’s College of Education and External Studies (CEES). Using 50 Masters’ and Doctoral Student respondents, the study investigated an alleged gap between students’ expectations and experiences of service quality in Postgraduate programs offered by the College. Four dimensions play a cardinal role in the measurement of student support service quality in postgraduate education, namely supervision support, infrastructure, administrative support, and academic facilitation. The 4-dimensions are student dissatisfiers necessitating interventions to improve quality. From the Step-Wise Regression computations, support supervision and administrative support are the most important determinants of quality postgraduate support. As recommendations, support supervision and administrative support must be targeted as drivers of quality student support at this level. The Utilitarian Theory, if well-integrated, provides moral bounds in which quality support systems could be optimally scaled up.

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A Collaborative Programming and Outreach Model for International Student Support Offices

Journal of International Students ◽

10.32674/jis.v7i4.193 ◽

2017 ◽

Vol 7 (4) ◽

pp. 1080-1095

Author(s):

Peter Briggs ◽

Ravichandran Ammigan

Keyword(s):

Higher Education ◽

International Students ◽

Student Affairs ◽

Support Services ◽

International Student ◽

Student Support ◽

The United States ◽

Support Service ◽

Institutions Of Higher Education ◽

Collaborative Programming

Increasing international student enrollment has been a key priority for many institutions of higher education in the United States. Such recruitment efforts, however, are often carried out without much consideration for providing sufficient support services to these students once they arrive to campus. This article proposes a model for structuring an international student support office to be successful at serving the academic, social and cultural needs of international students through a collaborative programming and outreach model with student affairs and other support service units on campus.

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Evaluating the student experience with enrolment assistance in an integrated student support service program at the University of Southern Queensland

Student Success ◽

10.5204/ssj.v10i1.1121 ◽

2019 ◽

Vol 10 (1) ◽

pp. 99-114

Author(s):

Anbarasu Thangavelu ◽

Helen Partridge ◽

Kathy Carey ◽

Carmel O'Sullivan ◽

Naomi Lutvey

Keyword(s):

Positive Impact ◽

Tertiary Education ◽

Student Experience ◽

Student Support ◽

Support Service ◽

Service Model ◽

Service Program ◽

Student Transition ◽

The University ◽

Student Support Service

Interviews with students who accessed enrolment support were undertaken to explore reasons students utilised this service, and how integrated student support service models can impact on student transition, retention and success. Results indicate that students primarily required support with course enrolments because of the new environment they were studying in, not being accustomed to existing processes and a lack of confidence. In addition, along with the existing service model, the integration of enrolment support into the student support service model had a positive impact on the student experience and engagement. The implications of these findings for the tertiary education sector are considered in light of the increasing focus on student engagement and success.

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Indigenous Australian Students' Participation Rates in Higher Education: Exploring the Role of Universities

The Australian Journal of Indigenous Education ◽

10.1375/ajie.40.59 ◽

2011 ◽

Vol 40 ◽

pp. 59-68 ◽

Cited By ~ 30

Author(s):

Ekaterina Pechenkina ◽

Emma Kowal ◽

Yin Paradies

Keyword(s):

Higher Education ◽

Student Support ◽

Education Student ◽

Completion Rates ◽

Participation Rates ◽

Indigenous Australian ◽

Indigenous Students ◽

Indigenous Student ◽

Education Participation ◽

Australian Universities

Indigenous Australians are underrepresented and considerably disadvantaged within the Australian system of higher education. The various measures taken by Australian universities over the past decades have produced varying levels of success in increasing Indigenous participation and completion rates. In order to continue improving Indigenous Australian participation in higher education, it is important to understand the current patterns of participation and factors within universities that are associated with participation and success. In this article we analyse higher education student and staff statistics available from the Department of Education, Employment and Workplace Relations (DEEWR) and information sourced from the web sites of 40 Australian universities to examine correlations between various Indigenous student support mechanisms and Indigenous students' higher education participation rates. Our results indicate that there is a dual system of Indigenous higher education, with one group of universities excelling at attracting Indigenous students, and a different group of universities demonstrating high Indigenous student completion rates. We argue that challenges remain in determining how to increase commencements at universities with high Indigenous completion rates without compromising entrance requirements or further diluting the level of student support, and how to increase completion rates at universities with higher numbers of Indigenous students.

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