What is meant by ‘support’ in higher education? Towards a model of academic and welfare support

Abstract

This paper focuses on academic and welfare support for students in higher education, and specifically what makes that support effective. It draws on data from a research project which aimed to explore networks of support for disabled and non‐disabled students. Part of the research focused on the nature and sources of support that were identified as important by students, as well as the kinds of support that were available within the higher education institution (HEI). What emerged as of particular interest was the question, ‘What do we mean by support?’ Drawing mainly on the voices and experiences of the students, perceptions of support were explored and the effects of support on the students’ experience of higher education were considered. Through a focus on more generic support structures as well as support which was specific to individual (disabled) students, the research aimed to understand ‘support’ and its importance from the student perspective.

Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania

“…As with other structures of inequality, enrolling more disabled students in HE does not automatically lead to full participation in university life or equality. While quantitative increases are important, access needs to be accompanied by support to attain and remain in the sector (Richardson & Wydell, 2003;Jacklin & Robinson, 2007;Matshedisho, 2007). Hence, there is the need to mainstream action to address disability into services, planning and resource allocation (Albert et al, 2005).…”

“…Inclusive education is created by inclusive cultures as well as by policies (Booth et al, 2000). While Jacklin & Robinson's (2007) study in the United Kingdom found that disabled HE students valued the informal support offered by fellow students, friends and family, Chataika (2010) in Zimbabwe and Karangwa (2008) in Rwanda found that disabled students were often reliant on the informal support given by non-disabled peers, such as reading key texts aloud for blind students.…”

Mature Women Students’ Experiences of Social and Academic Support in Higher Education: A Systematic Review

“…ISSN 2330-9709 2015 www.macrothink.org/jet 150 A further two studies (Deprez & Butler, 2007;Alsop, Gonzalez-Arnal & Kilkey, 2008) reported the role of financial support provided by the state and higher education institutions for low-income women and mature student-carers respectively. One (Jacklin & Robinson, 2007) explored disabled and non-disabled students' perceptions of support, the nature and sources of support, effects of support on the students' experience of higher education and the rest (Benseman, Coxon, Anderson & Anae, 2006;Padilla-Carmona, 2012) reported on students' experiences of higher education and the factors that contribute to or hinder their successful completion of HE.…”

“…Four of the studies had participants of mixed ages (Wilcox et al, 2005;Benseman et al, 2006;Jacklin & Robinson, 2007;Field & Morgan-Klein, 2012) and more conventional-aged students than adults. Three focused on adults aged 23 (Deprez & Butler, 2007) or 25 and above (Alsop et al, 2008;Padilla-Carmona, 2012) who had dependent children.…”

Personal Tutoring Enhancing Staff and Student Experiences

“…In terms of academic support students want help with their assessments around exam technique, essay writing and referencing as well as personal development planning and career advice (7,9,12,13,14). Procedural support is usually focused on negotiating University regulations and policies (11) and pastoral support covers a range of areas such as housing, finance, advice and help related to illness or personal issues and referral to others who can provide support (7,11,12). As a personal tutor the complexity of issues faced do lead to questions about how one person can provide appropriate support (15).…”