Academic tutors at the frontline of student support in a cohort of students succeeding in higher education

Abstract

Retention and continuation are key challenges for educators in higher education; understanding the issues that make either a positive or negative impact on student success and drop-out is therefore pivotal. Previous studies have concentrated around the issues contributing to students' decisions not to continue with their course of study. In contrast, this study used a questionnaire approach in a university in the North West of England with a group of students who have successfully progressed between levels of study. Two hundred and forty-eight students took part in the study in the first week of the new academic year; they were asked about the support services that they had accessed generically, and then specifically related to academic and pastoral issues during the previous year of study. Students reported that their preferred support mechanisms for academic issues were, unsurprisingly, academic tutors and peers on their course; pastoral issues were more frequently referred to friends and family outside the university-central services although academic tutors were also consulted by some students. These 'front-line' support mechanisms were supported by a second tier of more specialist, but applied support including careers services and student finance. Student welfare, health, chaplaincy and counselling services provided a third tier of support accessed by individual students in particular circumstances. We argue that the sign-posting role played by academics requires that they have a complete knowledge of the support services available at their institution and for the greater integration of these services.

Everyday encounters with nature: students’ perceptions and use of university campus green spaces

“…Griffith (1994) observed that students' choice of a higher education institution often depends upon their perception of a campus. During research into student success, Walsh et al, (2009) found that the Hope Park campus environment was a significant positive factor in enhancing their experience of academic life (unpublished data). With reference to the student experience, Gumprecht (2007) reports that attractive and lively campuses create memories and build loyalty among students.…”

Paramos studentams kokybės vertinimo parametrai aukštojo mokslo institucijose

“…Taigi galima daryti prielaidą, kad šiame straipsnyje pristatomame tyrime apibrėžti paramos stu dentams kokybės vertinimo parametrai yra tik orientaciniai ir turi būti adaptuojami konkrečiai aukštojo mokslo institucijai pagal joje studijuo jančiųjų asmenų poreikius. Kita vertus, apžvel gus mokslinę literatūrą matyti, jog atliekant pa ramos studentams tematikos tyrimus (Walsh, 2009;Mowes, 2005; Bolonijos tikslų įgyvendi nimo ataskaita, Trends VI, 2010) dažniausiai vertinama tik tai, kokios paramos studentams paslaugos yra teikiamos aukštojo mokslo insti tucijose ir kaip dažnai studentai jomis naudo jasi, darant prielaidą -kuo dažniau studentai naudojasi konkrečiomis paramos paslaugomis, tuo kokybiškesnė yra aukštojoje mokykloje eg zistuojanti paramos studentams sistema. Toles ni paramos studentams kokybės tyrimai galėtų koncentruotis ne tik į tai, kokios paramos pa slaugos turėtų būti teikiamos aukštojo mokslo institucijose, bet ir į tai, kokios atskirų paslaugų formos galėtų būti siūlomos institucijoje sie kiant didinti paramos prieinamumą.…”

“…A conclusion can be drawn that quality assessment parameters that are defined in this research are only referential and should be adapted in accordance with stu dents' needs in a particular higher education institution. On the other hand, the review of scientific literature shows that student support research (Walsh, 2009;Mowes, 2005; Report on the implementation of the Bologna Process aims, Trends VI, 2010) usually tends to assess what student support services are provided at higher education institutions and how often students use these services. An assumption is often made that the more often students use specific support services, the higher the qual ity of the existing student support system is achieved.…”

Paving the Road to Success: A Framework for Implementing the Success Tutoring Approach

“…This may be particularly true for non-traditional university students whose family and friends are at times sceptical of them attending university or may even discourage it (Rendon, 1994). Despite many support interventions at universities to prevent student failure, dropout rates remain high (Karp, 2011;Walsh, Larsen & Parry, 2009) and may be attributed to: interventions that are only academic in nature (e.g. academic support tutorials or extended degree programmes); passive interventions (e.g.…”

“…These include, but are not limited to, students' personal, social and academic circumstances, as well as the university staff and processes that determine whether students perform and progress at university (Walsh, Larsen & Parry, 2009;Karp, 2011;Maitland & Lemmer, 2011). While some consider it the responsibility of the student to adapt, others believe universities have an obligation to accommodate students (Walsh, Larsen & Parry, 2009;Rendon, 1994;Jacklin & Robinson, 2007;Loots, 2009), particularly those who are unable to integrate into university independently and require active intervention by lecturers, tutors, and/or other university staff to help them participate in activities and ultimately succeed (Karp, 2011;Rendon, 1994). This may be particularly true for non-traditional university students whose family and friends are at times sceptical of them attending university or may even discourage it (Rendon, 1994).…”