Student support in higher education: campus service utilization, impact, and challenges

Johnson, Chithira; Gitay, Rizwan; Abdel‐Salam, Abdel‐Salam G.; Said, Ahmed Ben; Ismail, Radwa; Al-Tameemi, Rusol Adil Naji; Romanowski, Michael H.; Fakih, Batoul Mohamad Kazem Al; Hazaa, Khalifa Al

doi:10.1016/j.heliyon.2022.e12559

Cited by 14 publications

(4 citation statements)

References 64 publications

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“…It is worth mentioning that (Johnson et al, 2021) showed that these one-on-one sessions significantly impact increasing GPA after attending them. The results revealed a 64.8% greater chance of a student improving their GPA upon completion of the intervention than a student not undergoing the intervention.…”

Section: Definitions Of Underlying Reasons For Academic Underachievementmentioning

confidence: 97%

Causes of Undergraduate Students’ Underachievement in a Gulf Cooperation Council Country (GCC) University

et al. 2022

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UNESCO reports enrollment in higher education in the Arab and Gulf Cooperation Council region doubled from 5.1 million in 2000 to 10.7 million in 2015. Despite significant budgets and the world’s lowest teacher-to-student ratio, higher education in this region is plagued by student underachievement. This study identifies academic underachievement factors among undergraduate students at risk at a national university in the GCC. As part of the Intrusive Intervention Program, students were required to complete an Academic Success Plan that delineated academic, personal, social, career, and other academic underachievement reasons. Based on 5,040 students’ responses that indicated their academic underachievement causes, findings reported that students perceived academic factors as the most recurrent reason for academic underachievement. In contrast, social adjustment causes were found to be the least recurrent. Specific causes are reported under each category and discussion is provided against gender, nationality, major, and classification.

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Section: Definitions Of Underlying Reasons For Academic Underachievementmentioning

confidence: 97%

Causes of Undergraduate Students’ Underachievement in a Gulf Cooperation Council Country (GCC) University

et al. 2022

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“…The entire SSS needs planning, implementation, monitoring, evaluation, and control (PIMEC) aspects to be included in the model (Johnson et al, 2022;Kaur, 2016). In this paper, these aspects were integrated into a single framework to enhance the effectiveness of students' performance results.…”

Section: Literature Reviewmentioning

confidence: 99%

Modelling Customised Student Support Framework to Enhance University at-risk Students’ Study Skills

Ndobe,

Seeletse,

Hungwe

2024

IJLTER

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Poor pass rates are a severe concern for the Department of Higher Education and Training and the universities in South Africa. Throughput rates remain low and programme completion takes much longer. On the other hand, universities suffer high dropouts due to general students' poor academic performance. One feasible intervention is student support. Universities should implement efficient and monitored student support systems (SSS). The paper discussed ways in which students may be supported with their study skills. It explored the attributes that are useful to improving students’ pass rates and the general students’ academic performance at a selected South African University (SSAU). These attributes can be integrated through planning implementation, monitoring, evaluation and control (PIMEC) processes. Action research benchmarking exercise adopting the theoretical frameworks of constructivism and symbolic interactionalism was conducted. Some successful approaches and benchmarks from international and developed countries’ universities were used to formalise and model student support in a modern tertiary institution setting. The boosted PIMEC concept and the improved student support response systems (SSRS) were blended in developing the PIMEC framework that this paper proposed for the SSAU. Besides, the concepts and approaches (such as crowdsourcing and incubation) used in business success were used to fortify the model. This resulted in a PIMEC-Enhanced SSRS Blended Model for improving the current SSS, emphasising communication within the system from top management, ICT and academic operation levels. Thus, it recommended the identification of at-risk students early during formative assessments.

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“…It is worthy of mention that research in and uncovers several factors having influence on students’ behaviour in their studies or retention in or education; these factors include demographics (e.g., gender, year of studies, race), motivation, family support, academic aspects (e.g., difficult learning material, mathematics, demanding examinations), learning environment (e.g., student-student interaction, student-faculty interaction, classroom climate), beliefs, and cultural stereotypes [ [ [44] , [45] , [46] , [47] , [48] , [49] , 50 ]]. Although these studies provide some understanding of IT or CS retention, the need for further studies comes from the lack of research specifically probing into the study skills needed in these two disciplines.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing Study Skill Needs for Information Technology and Computer Science Students in Technical and Vocational Universities

Lee,

Altschuld,

Tseng

et al. 2023

Heliyon

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Student support in higher education: campus service utilization, impact, and challenges

Cited by 14 publications

References 64 publications

Causes of Undergraduate Students’ Underachievement in a Gulf Cooperation Council Country (GCC) University

Causes of Undergraduate Students’ Underachievement in a Gulf Cooperation Council Country (GCC) University

Modelling Customised Student Support Framework to Enhance University at-risk Students’ Study Skills

Assessing Study Skill Needs for Information Technology and Computer Science Students in Technical and Vocational Universities

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