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Rahman, Zillur, and zillur@deakin edu au. "STUDENT SUPPORT: BRIDGING THE GAP BETWEEN STUDENTS AND THE UNIVERSITY." Deakin University. Graduate School of Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20030206.130122.
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Bangladesh introduced open and distance learning as a means of providing education for people in isolated and remote locations through the establishment of the Bangladesh Open University (BOU). The broad aim of the BOU is to provide flexible and needs-based education to those unable or not wishing to enter conventional educational institutions. The BOU is presently the only university in Bangladesh to provide mass education and also to provide continuing education and professional and technical education to support the existing educational system. The BOU has a mission that encompasses secondary and higher levels of education.
BOU operates its programs through a centralised academic and administrative staff, and regional and local offices throughout Bangladesh that organise local tutorials and distribute information and materials. BOU has adult students in all parts of the country, and most of the students live in rural areas. They need support that is appropriate to their local circumstances.
Using an interpretive approach, this research examines the support needs of students studying for the Secondary School Certificate and the Bachelor of Education, assesses the effectiveness of current support services and explores alternatives to the current system. The underlying assumption is that support needs to be appropriate to the countrys culture and circumstances, and useful and feasible from the perspectives of students, staff, administrators and senior university officials.
To investigate the appropriate support for distance education students, this research was conducted in four sample regions. Two were selected from areas of sparse population where the terrain makes transport difficult and two from areas that are more densely populated and where transport is easier. A questionnaire survey and focus groups were conducted with students, focus groups with local staff and interviews with Regional Directors within the four sample regions. Interviews were also undertaken with central University senior staff to get their perspectives on current and future policies for student support.
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Cebi, Esra. "University Students." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610828/index.pdf.
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The main purpose of the present study was to examine the effect of perceived social support, psychological distress, prior help-seeking experience, and gender on attitudes toward seeking psychological help of university students. In addition to the main purposegender, faculty, living arrangement, and year of study differences in attitudes toward seeking psychological help and students&rsquo
knowledge about the psychological counseling services of the METU Health and Guidance Center were investigated. The sample consisted of 417 (223 female, 194 male) undergraduate students of Middle East Technical University. The data was gathered using the scale of Attitudes Toward Seeking Psychological Help-Shortened (ASPH-S), the Multidimensional Scale of Perceived Social Support (MSPSS), General Health Questionnaire (GHQ-12) and a demographic information form. It was found that nearly half of the participants (47%) had knowledge about the psychological counseling services of the METU Health and Guidance Center. Friends were the most frequently stated sources of help (59%) in times of need for personal problems. Females had more positive attitudes toward seeking psychological help than males. Students of the Faculty of the Arts and Sciences, and students of the Faculty of the Education were found to have more favorable attitudes than of the Faculty of Engineering students. Finally, hierarchical regression analysis showed that perceived social support, prior help-seeking experience, and gender significantly predicted attitudes toward seeking psychological help. However, psychological distress was not associated with help-seeking attitudes.
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Day, Chantelle. "The YACU Project: Exploring the Educational Experiences and Student Support Needs of Young Adult Carers in Australian Universities." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366970.
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The lived experiences of Australian Young Adult Carers (YACs) are underresearched, particularly in relation to the educational implications of caregiving on their university experiences. As a consequence of this gap, student-YACs remain largely unrecognised and unsupported in both carer recognition and student equity support policy and practice. In response to these problems—together with my own experiences as a YAC while attending university—the aim of this research was to explore the educational
experiences and support needs of university student-YACs, from their perspective as well as those of wider stakeholders, including carer associations and universities.
To achieve this research aim, I designed the YACU-Student Experience Framework (YACU-SEF). The YACU-SEF, informed by my analysis and subsequent synthesis of pertinent theoretical notions and structures, provides a holistic conceptualisation of YACs’ university student experiences. Comprising two parts, a base model and an outer structure, the YACU-SEF draws upon three individual student
development frameworks and two social theories to provide a conceptual, operational and analytical framework that can be used to investigate student-young adult caregiving.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Hale, Kimberly D. "University Students Provide Literacy Support in a Pediatric Clinic." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7041.
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Droege, Kelly Marie. "Nontraditional students' perceptions of student support services at the University of Wisconsin-Stout." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007droegek.pdf.
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Zhang, Minxuan. "Concepts of equity and policies for university student financial support Chinese reforms in an international context /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23295946.
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Morgan, Ruth C. "Factors of Resilience that Support University Art and Design Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2074.
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Graduation rates in bachelor's degrees in the United States continue to be lower than stakeholders expect, despite the many advantages of college completion. This phenomenological study investigated the interplay between resilience, coping strategies, and college completion for undergraduate art and design students in an effort to improve graduation rates. The purpose of this study was to address gaps in the literature regarding art and design students' resilience and academic success. Findings were interpreted using 3 conceptual frameworks: resilience theory, Bronfenbrenner's ecology of human development, and Dweck's theory of mindsets and self-beliefs. Research questions guiding this study addressed the external and internal factors that support resilience, the most stressful situations students faced while attending the university, and the coping strategies students used to manage stress, regain resilience and graduate. Data collection included individual semi-structured interviews with 11 graduating seniors and an alum from a single public university in the eastern United States. Data were supplemented by individual semi-structured interviews with 1 faculty member and 2 campus counselors from the same university who had extensive interactions with art and design undergraduates. Key results from the data analysis found that supportive relationships with peers, access to financial aid, stress-free living environments, motivation, tenacity, and self-efficacy were important factors for academic success. The most stressful situations students reported were studio critiques, a lack of compatibility with roommates, and health issues. This study promotes positive social change by providing information for stakeholder's use in bolstering students' resilience in order to manage stress and improve college completion rates.
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Curtis, Andrew. "Language, learning and support : overseas students at a British university." Thesis, University of York, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283436.
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Tang, Jenny Sau-man. "University support for mainland Chinese research students in Hong Kong." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.650103.
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Internationalization has brought many changes to the landscape of higher education in Hong Kong. The Hong Kong government's move to expand research training, develop Hong Kong into a regional education hub, build a closer connection with Mainland China after the return of Hong Kong's sovereignty in 1997, and the proportional decrease in University Grant Council's (UGC) annual funding to the higher education sector has led to an increasing number of Mainland Chinese Research (MCR) students enrolling in Hong Kong universities. They have gradually outnumbered the local students and become the majority of the research student population in Hong Kong. This study aims to identify the unmet needs and problems of MCR students and to evaluate the support provided by universities in Hong Kong. This is done with reference to a detailed empirically grounded case study of one university department's support services, from the perspective of MCR students enrolled during the period 1991 to 2008. The students' perspectives are examined in the light of their experience, personal backgrounds and the changing contexts of the case study university and department. In many respects MCR students experience some of the same problems international research students experience when they move to study in Hong Kong because of the difference between the academic training and living environments in Hong Kong and Mainland China. The theoretical framework of this study is therefore based on research relating to the internationalization of higher education and the experiences of international students. Focus is placed on a combination of the models of internationalization of higher education proposed by Altbach, Marginson and Knights and De Wit, which display the different levels of contexts for the case study, namely global, local, and institutional. From this a new research model is proposed that combines all three levels of contexts and aims to present a better understanding of the phenomenon by exploring the dynamics among the factors displayed in these different levels of contexts. The analysis investigates the impacts of the socio-economic and cultural contexts and changes in the higher education sectors in Hong Kong and Mainland China. Attention is given to the development of research training in the university during the case study period, and to policies related to the flow of MCR students to Hong Kong. Results reveal the changing profiles of MCR students during the case study period, their diverse backgrounds, and goals, and the demands they make for support services from the university. Conclusions examine the gaps between the needs of this group of students and the student support services provided by the university. Results also call for greater reflection on the impact on the Hong Kong higher education sector brought about by MCR student mobility.
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Roberts, Pamela A. "Support services for international university students : an Australian case study." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/1607.
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The purpose of this study was to contribute to an improved understanding of international students’ support needs by identifying the issues that are significant to students in terms of their study experience, the services they consider as valuable and the factors that contribute to the degree to which those services are taken up. Included within the parameters of this study is a review of the background development of international education from a global and national perspective and the legislative and governing frameworks which impact on educational institutions that provide courses of study to international students. This is followed by a review of the literature in relation to international student experiences as regard the culture of support, adjustment issues and support service provision and utilisation.The research was undertaken in one university with a long history of enrolling international students in courses of study in Australia. The university has a corporatised model of operations with a strong emphasis on meeting strategic targets and ‘balanced scorecard’ outcomes. In 2010 10, 702 international students were enrolled onshore in the education institution across various programs of study and these students account for close to 25% of the institution’s total onshore student population. Within the setting, support services are provided in accordance with the legislated requirements for education providers in Australia. Utilisation of services within the university is variable and no research exists which had examined in any depth the culture of support service provision, student awareness, use, access, perceived importance and barriers to use of services.A three stage research process was used to examine the phenomena, involving interviews with key support service providers in the university, focus groups with international students and a subsequent survey, to which 395 international students responded. The majority of international students were of the view that the range of support services provided was appropriate and met their needs. There was clear evidence however that the current services needed to be improved and that a more student centred focus was crucial to ensure services were provided in a way which was useful. Issues raised as influencing use of services by international students included the culture, importance, awareness, quality of information, access, timeliness and cost.One overarching recommendation is made and associated implementation strategies proposed, both related to the future management and direction of support and support services delivery in the university. Central to the recommendation is the need to implement a student centred model of support and support service delivery within the university. As set out in the conceptual model developed, the critical elements needed to support this approach include the need to: conduct a review of the current services to ensure they are provided in a way which is useful to students, design a quality framework for the delivery of services which includes the coordination, delivery and ongoing management and monitoring of services, review strategic plans and identify organisational learning needs to facilitate development of the student centred model of support service delivery.
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Watson, Stuart James. "Financial Hardship and Strain Predict Student Well-being: The Importance of Socialisation, Social Support and Young Adult Roles." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365941.
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For most tertiary students, participation in higher education occurs directly after high school, when they are navigating a dynamic, and potentially stressful, pathway to adulthood. The years spent studying are often the most cash-strapped for young adults, when economising heavily and sometimes going without are normative experiences. Australian university students report substantial hardship, regularly cutting back their spending on basic necessities and simple life pleasures (Bexley, Daroesman, Arkoudis & James, 2013). A limited income and having to economise in many areas of life can take a toll on health and well-being. This dissertation examines the associations between experiences of financial hardship, perceived strain and psychological well-being for young adults at university. How these associations differ for student young adults with and without supportive resources is then examined. Finally, the associations between financial normative socialisation and young adults’ financial behaviours are explored between students and full-time workers. Two samples of Australian young adults were surveyed. The first two studies include 614 Western Australian university students (67% female, Mage = 20.83, SDage = 2.02) drawn from a single tertiary institution as part of the Australian Pathways to Life Success for University Students (AusPLUS) survey. The third study includes a sample of 301 Western Australians (68% female, Mage = 18.15, SDage = 1.04) surveyed as part of the Post-High School follow up to the Youth Activity Participation Study (YAPS). In both samples, respondents completed a web-based survey.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
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Bostwick, Richard. "University Student Support Systems, Help-Seeking Behaviour And The Management Of Student Psychological Distress." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1458.
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The issue of student management and retention remains one of the most pertinent considerations for any university. In a climate of increasing awareness of mental and physical health issues, university policy development needs to adapt to ensure all students engage with and utilise support services effectively. It would appear that there are various influences on a student’s university experience, including learning abilities and styles, impact of life events and situations, for example, housing and finance, availability of support services and the ability of an individual to seek out appropriate help. Maslow’s Hierarchy of Needs, in combination with the Health Belief Model can provide a strong foundation for universities to begin to understand why a student may not achieve their potential, or may depart prematurely. This theoretical interaction postulates how needs are determined and prioritised subsequently influences help-seeking behaviour. The application of this interaction assists with developing a picture of students who have ongoing issues, for example: housing, finance, and lack of family support, and how these issues can lead to problems with learning, achievement, and ultimately academic performance. The purpose of this thesis is concerned with seeking to understand how and why students access support services within the university setting, and whether the support services have an impact on the levels of psychological distress. This thesis was conducted in two phases, both collecting data through the use of surveys. Phase one, intended to collect information directly from support services concerning students who were accessing them, however, phase one did not achieve its aim due to lack of responses from support services. Phase two profiled the experience of students who have interacted with support services; this profile assisted in a review of relevant services including how the provision of university support services potentially affects student’s psychological distress. Results revealed a lack of data for measuring service outcomes, for example measures of psychological distress, which might impact on students’ ability to succeed at university. Recommendations were generated based on the discussion relating to the lack of phase one data and the phase two student profile, these recommendations aiming to enhance the ability of university systems to identify and promote effective help-seeking behaviour, and the efficacy of those systems in reducing psychological distress. The implications of this research include the potential for enhancing operational policies relating to student management and retention within Australian universities.
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Cory, Rebecca Claire. "Identity, support and disclosure issues facing university students with invisible disabilities /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
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Kambwa, Arlette. "Support services to aid international students adjustment to Ball State University." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1129715.
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This research focuses on exploring the developmental adjustment that international students experience while pursuing an education at Ball State University and the support services available to aid them. The research is both qualitative and quantitative. The research includes surveys of undergraduate and graduate students as well as residential and non-residential students. Past research completed at Ball State University related to international students have explored topics such as faculty behavior, graduate student perceived social support satisfaction, the history of international students, attitudes of American students, hierarchy of adjustment problems as perceived by African students, and evaluating educational credentials. The review of literature utilized as a foundation for this research identifies adjustment issues such as interpersonalrelationships, cultural differences, finances, language and academics. The literature also includes suggestions for services related to admissions, counseling, language assistance, academics, financial aid, social outlets and pre-departure orientations. The findingscomprise demographics of the Ball State University international students, the adjustment problems they reported experiencing, the support services they have utilized to help them solve their problems and their satisfaction level with the services. The conclusion of the research states numerous suggestions for implementation for the support service offices at Ball State University as well as recommendations for future research.Department of Secondary, Higher, and Foundations of Education
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張民選 and Minxuan Zhang. "Concepts of equity and policies for university student financial support: Chinese reforms in an internationalcontext." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31242674.
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Greyling, Elsab ̌C P. "Students with disabilities' experiences of support and barriers to their development at Stellenbosch University /." Link to the online version, 2008. http://hdl.handle.net/10019/843.
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Smith, Tona E. "Sexual assault : an examination of disclosure, reporting, and support among female university students /." View online, 2004. http://repository.eiu.edu/theses/docs/32211131200564.pdf.
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Macarthy, Kadiatu, and Wei Yang. "SUPPORT FACILITIES FOR STUDENTS IN THEIR ENTREPRENEURIAL VENTURES AT LINNAEUS UNIVERSITY : HOW CAN THE INTERNATIONAL STUDENTS SEEK AND EXPERIENCE THE SUPPORT THEY GET FROM THE UNIVERSITY TO DEVELOP THEIR ENTREPRENEURIAL VENTURES." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67356.
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We see an increasing need for more entrepreneurs to match the changing nature of the globe in this dynamic world. In 2012, the Swedish government considered entrepreneurship to be a theme running throughout the entire educational system. The university is one place to develop the entrepreneurial spirit, especially among students. Universities play a very important role in enhancing national development because of their central role in the production of high-level manpower and research that are necessary for achieving national goals. Through research, universities generate new knowledge and understanding that are instrumental for developing new technology and promoting information transfer. Most international students experience three levels of shock: culture shock, language shock and academic shock. Sohrabpour et al. (2013) defined these shocks as a disease suffered by those who enter a new cultural environment. In this paper, we discussed the role that the university plays in supporting international students to develop entrepreneurial ideas and become established at Linnea University in Växjö. We believed that if being an international student poses challenges, launching an entrepreneurial venture is sure to have even more complex constraints that will potentially kill their entrepreneurial spirit. Thus, we examined the support facilities that are available to help international students start their entrepreneurial ventures and how they are experiencing these facilities at universities. We took Linnea University in Växjö as a case study.
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Greyling, Elsabe C. P. "Students with disabilities' experiences of support and barriers to their development at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1754.
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Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008.Since 1994 the South African government has been committed to the transformation of the education system, including higher education. Higher education institutions have been encouraged to include individuals representing groups that had been excluded on the grounds of age, race, gender and, more specifically, students with disabilities. Within this transformation process, some of the biggest challenges higher education institutions face are policy changes, flexible curriculum delivery, alternative assessment procedures, the physical accessibility of the campus and the provision of support services for students with disabilities or special needs. Although policy development is an important stepping-stone, the reality is that proper practice, adequate awareness, and positive attitudes are required to effectively support and accommodate the diverse needs of students with disabilities. The primary objective of this study was to obtain an in-depth understanding of how students with disabilities experience support and barriers to their development at Stellenbosch University. The study was also based upon the assumption that it is important to hear the voices of students with disabilities before any recommendations in terms of the existing strategy can be suggested. This study was conducted by means of qualitative research, and the methods of data collection consisted of individual and focus group interviews as well as a literature review. The research findings may be described as follows: · Students with disabilities experienced both internal and external support and barrier factors and processes that impacted on their development. · Internal support and barrier factors and processes include emotional, behavioural, beliefs, physical and cognitive aspects. · External support and barrier factors and processes include peers, the faculty and department, university accommodation, the classroom and the university. · Four overarching themes that emerged from the data of the participants, namely attitudes and awareness, communication, level of inclusion, and advocacy, were outlined. The findings of the study have important implications for the support practices and training of academic staff and all role players at Stellenbosch University. Recommendations are also made to improve support services and the campus climate at Stellenbosch University to ultimately embrace diversity in order to offer an inclusive environment where the principles of equal opportunities, full participation and non-discrimination are dear to the heart of all the relevant role players involved in teaching, learning, service provision and policy making at Stellenbosch University.
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Taniguchi, Harriet Sue Agena. "Student services and academic support needs of Hmong students at California State University, Sacramento: A case study." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2584.
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The educational needs of Asian Pacific American students in higher education frequently are not addressed because of being viewed as a "model minority." Thus, student services and academic support programs are oftentimes not appropriately provided for Hmong students. This study was conducted at California State University, Sacramento to determine the student service and academic support needs of currently enrolled Hmong students, whether or not the services were available, and the factors which contributed to their academic success or failure. The qualitative case study method was utilized so that an in-depth understanding of the situation could be determined. A purposive or criterion-based sampling method was used to identify twenty-two currently enrolled Hmong students. Personal interviews were conducted using an interview guide (Appendix B). The data obtained through the taped interviews were transcribed and the Microsoft Excel computerized statistical software was used. The information was retrieved for an in-depth analysis for text interpretation and theory building. The University provides a comprehensive range of student services and academic support programs, however, only approximately one-half of the services were known to the students. The programs or services which focused on Hmong students, and provided financial, advising and tutoring services were viewed as most beneficial. A majority (50 percent) of the students felt uncomfortable, unaccepted, detached, and not part of the campus community. A higher percentage of males (60 percent) expressed these feelings, and were more critical and less positive than the females. A significant number of students stated that their English as a second language and math needs were being met. Overall, it appears that the students have performed academically at an acceptable level. The Hmong University Student Association provided a culturally and academically supportive environment. An additional key service the University could provide is a more effective method of disseminating information on availability of services. Recommendations for future research include: determine whether or not peer support and study groups enable ethnic students, particularly Hmong students, to persist and do better academically; and reasons for Hmong students leaving the University.
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Ostaniewicz, Alexandra J. "Transitions '98, evaluation of a support group program for first-year university students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/MQ44820.pdf.
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Dlamini, Khosie Konkhekluhle. "Library research support for masters and PhD students at the University of Eswatini." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32628.
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The changing academic and technological environment coupled with evolving research practices have greatly impacted the role played by academic libraries within the institutions they serve. This has sparked a global concern amongst academic libraries to re-evaluate their services as a means to aligning themselves to this new environment. As a result, academic libraries are transforming themselves and bringing about new services, particularly focussing on how they can enhance research output by providing support to researchers. Given this context, this study seeks to ascertain the extent of research support by University of Eswatini (UNESWA) Libraries for masters and PhD students at UNESWA. To address this objective, the following critical questions were generated: What are the current services being provided by UNESWA Libraries to support masters and PhD students at the University of Eswatini?; What are the library research needs of masters and PhD students at UNESWA?; To what extent are these needs being met by UNESWA Libraries?; and, If there are library research needs of masters and PhD students at UNESWA that are not being met by UNESWA Libraries, what research support services need to be put in place to address this deficiency? Schoombee's (2014) research lifecycle adapted for library research support was used as a supporting theoretical framework to guide the study. The study adopted a convergent parallel mixed methods approach within a pragmatism paradigm and a case study design. Academic staff members and librarians at UNESWA were purposively sampled whilst a census was conducted for all masters and PhD students at UNESWA. Data was collected using a structured paper-based questionnaire and semi-structured interviews. Quantitative data was analysed using the Statistical Package for the Social Sciences (SPSS) and qualitative data was analysed thematically (by content analysis). The study concludes, inter alia, that despite the various library research support services provided by UNESWA Libraries for masters and PhD students, an expanded suite of research support services to more fully meet UNESWA's masters and PhD students' library research needs, is required. The study recommends that UNESWA Libraries should utilise available technologies and incorporate additional research support services that speak to the research needs of digital age masters and PhD students.
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Etéus, Mathias, and Erica Hellberg. "Support within a Swedish university dual career program - golf students' and stakeholders' perspectives." Thesis, Högskolan i Halmstad, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33595.
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Syftet med föreliggande studie var att utforska golf student-idrottares upplevelser av stöd i deras dubbla karriärs miljö från ett helhetsperspektiv. Samt att utforska nyckelpersoners perspektiv på den dubbla karriärens miljö och stödet som finns för golf student-idrottarna, från ett helhetsperspektiv. För att undersöka syftet gjordes två semistrukturerade intervjuguider, en med frågor om fem olika domäner, idrottslig, akademisk, psykosocial, psykologisk och finansiell. Den andra hade frågor i samma domäner samt frågor om strukturen inom den dubbla karriär miljön. Deltagarna i studien var nio golf student-idrottare som tävlade på internationell eller nationell nivå, medelåldern var 21 (SD=1.80), samt tre nyckelpersoner med en medelålder på 41.33 (SD=8.39). Baserad på resultatet har en utvecklad version av Athletic talent development environment model tagits fram. Föreliggande studies slutsats var att student-atleterna upplevde mer stöd än brist på stöd i deras dubbla karriär miljö och att mest stöd gavs inom den idrottsliga domänen.
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Rae, Sonja. "Investigating Burnout among University Students in a Post-Disaster Environment: Was there enough Support?" Thesis, University of Canterbury. Psychology, 2014. http://hdl.handle.net/10092/9030.
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Tertiary students, not just working populations, might be experiencing feelings of burnout following the Christchurch earthquakes of 2010 and 2011. In the aftermath of a major disaster, the gap between the resources available to handle pressures (e.g., support) and the demands inherent in the pursuit of an academic degree (e.g., heavy workload) may lead to feelings of burnout among students. This study hypothesised that burnout dimensions (emotional exhaustion and disengagement) would be related to students’ perceptions of immediate institutional support, extended institutional support, peer support, family support, and work overload. Additionally, it was proposed that institutional and social support would moderate the relationship between work overload and burnout. Two hundred and seventy one third and fourth year students were sampled using an online questionnaire. These particular students were expected to be at greater risk of emotional exhaustion and academic disengagement because they were at the earliest stage of their tertiary education when the major earthquakes first hit. Family support and extended institutional support were found to be associated with decreased levels of emotional exhaustion and disengagement. Meanwhile, work overload was found to be related to increased levels of emotional exhaustion and disengagement. Furthermore, both peer support and immediate institutional support were found to have a moderating effect on the relationship between work overload and disengagement. This study has exposed unique findings which contribute to burnout research especially in a post-disaster context, and raises the importance of providing the right types of support for individuals who are particularly dealing with the consequences of a natural disaster.
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Mahai, Lulu Simon. "Rural students' experiences at the Open University of Tanzania." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9441.
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This ethnographic study has been undertaken to address a literature gap relating to rural students’ experiences of distance education in developing countries. It gives an account of teaching and learning practices at the Open University of Tanzania (OUT), describes the needs, challenges and coping strategies of students and makes recommendations for improving teaching and support practices in rural areas. An ethnographic approach was used to enable the generation of rich, contextual data from four OUT regional centres. Data generation methods included interviews, observation and document review, while themes were inductively generated through thematic analysis. Bourdieu’s concepts of field and habitus were used to guide the conduct of the study and interpretation of the findings. The study shows that the OUT does not significantly address the problem of the educational divide between the rural and urban populations of Tanzania. This is mainly due to the urban location of regional centres and to students’ inadequate access to relevant teaching and support services such as tutors, library resources and Internet services. The existence of poor infrastructure and the many technological challenges encountered in rural areas further exacerbate the situation. Such limitations may make it difficult for students to develop the intellectual inquiry and critical commentary skills necessary to make informed decisions, and to acquire the competencies expected of graduates of higher education programmes. This study presents rich data based on the immersion of the researcher in the everyday lives of students at the OUT, and proposes a series of recommendations addressing the development of future policy and planning for the university.
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Axelson, Sara. "The use and value of student support services a survey of undergraduate students in online classes /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1338910041&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Amm, Lesley E. "Individual, family, social support and stress factors affecting university students' generalised self-efficacy beliefs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/282.
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Students' success at university is influenced by their generalised self-ecfficacy beliefs. Previous studies compared these beliefs to individual variables derived from self-concept, family, stress, and self-support research. An holistic approach in this present study was used with data collected from 168 first-year students, to investigate the relationship between generalised self-efficacy beliefs and variables measuring students' self-descriptions, the functioning of their families-of-origin, their daily stress experienced in the university setting, stress management skills they wish to improve and their fear of disclosure in relation to peers.
28
Thompson, Jessica Loren Bush V. Barbara. "First-generation college students their use of academic support programs and the perceived benefit /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5116.
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Harrington, Marcia A. "Navigating the university system: The effects of Chinese and Indian graduate students' social networks on academic progression." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/29920.
Full textAbstract:
Currently more than half a million international students are enrolled at U.S. colleges and universities. All of these students face challenges associated with integrating into their new host education environments and learning how to make their way through the rules and regulations of their host university and community.
Social network theories attribute behaviors to the structural and relational attributes of one's social network including access to resources and information. The social networks of most international students are insular, dense, and homogeneous and serve to reinforce cultural norms in the host society. Further, they provide little to no access to dissimilar others and limit information flow to redundant information.
China and India are the countries of origin of over 20% of U.S. international students. The goal of this research was to understand the constructs of the Chinese and Indian students' social networks and ascertain factors affecting satisfaction and influencing academic progression. Support related to making their way through the university system and residing in the host community framed the social networks. Among the variables studied were tie strength, homogeneity, and roles and relationships of network members.
Results indicated that while significant differences existed within the Chinese and Indian student populations, their networks contained many similarities. Males' networks were more homogeneous and dense than females' networks and weak links were more prevalent in females' networks. Chinese males had the most insular networks. The networks of Indian students and Chinese females were in many cases more similar with one another and different from those of Chinese males. Network members were predominately friends and most were students. University faculty and staff were present in only 12% of Chinese males' networks and at least 25% of all other groups.
Not all students were satisfied that their networks met their needs. Despite having the largest networks, Chinese students wanted even larger networks. Just under half of Indian students wanted larger networks.
Universally, students indicated their networks enabled academic progression and Chinese females rated their networks more effective than all others. Despite significant differences among and between the populations, the students were able to invoke effective networks enabling academic progression.Ph. D.
30
Montes, Roberto Emmanuel. "Support and guidance| The experiences of first-generation college students at a private university." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10196534.
Full textAbstract:
This ethnographic study addressed two effective programs designed to assist first-time underrepresented college students navigate and successfully graduate from a private four-year university. This study also addressed how small universities can often reach out to first-generation college students even when these students apply too late for special programs. It focuses on incoming-freshmen on their first semester of their freshmen year and on Alumnae. I explore how students’ transitions from high school to a four-year university are bounded by a variety of factors within the school's structural organization. By taking an anthropological framework, my qualitative research explores behavior and perspectives about the transition of First Generation College students (FGCs) and how support systems can enable these students to stay enrolled in college.
Findings indicate four major themes that enabled students to successfully graduate or enroll into the subsequent semester: 1) social support; 2) social capital; 3) importance of mentor, 4) importance of FGCs programs. The research process utilizes participant observation and interviews in uncovering the role that these support programs play in the transition of these students. Questions were posed for further research and recommendations were made for implementation by the university programs evaluated in this thesis.
31
Burdette, Stanley Vinson. "Social support and persistence among university transfer students attending a community college a grounded theory study /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252424442/.
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McLiver, Lawrence Clyde. "Cross-cultural adjustment and support services for Pacific Islander students at Queensland University of Technology : an exploration." Thesis, Queensland University of Technology, 2000.
Find full textAbstract:
Cross-cultural adjustment of Pacific Island nation students enrolled in undergraduate courses at the Queensland University of Technology was researched through a comprehensive questionnaire. Forty students responded to the questionnaire and twenty students were interviewed in depth. The majority of the respondents were under 25 years and single. Almost three quarters were sponsored. The major findings were, (a) the majority of the students managed to adjust their learning styles and strategies to better suit the culture of Australian universities, (b) the majority were aware of support services, but less utilised them, ( c) the majority chose to go to academics and friends for help with their study. These findings point to the existence of an informal supportive network of friends and academics. The results highlight the challenges facing those involved in university education who are concerned
with developing appropriate support mechanisms which promote both enjoyment and success in tertiary study for Pacific Island students.
33
Matthews, Olivia Vanessa. "The transfer student experience: Challenges and institutional support systems for undergraduate transfer students at a public four-year university." Wright State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=wright1431196912.
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Al-Rowaie, Odah O. "Predictors of Attitudes Toward Seeking Professional Psychological Help Among Kuwait University Students." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/30166.
Full textAbstract:
The purpose of this study was: (1) to investigate Kuwait University (KU) students'
attitudes toward seeking professional psychological help; and (2) to investigate if family, friends, and societal support played a role in the student's decision to seek professional psychological help as measured by the Family, Friends, and Societal Support Scale (FFSS), which was developed by the author. Other assessment tools used in the study included: (1) Attitudes Toward Seeking Professional Psychological Help Scale (ATSPPHS) as developed by Fischer and Turner (1970); (2) Orientation Toward Utilization of Social Resources (OTUSR) as developed by Vaux, Burda, and Stewart (1986); (3) a modified Life Stress Events Scale (LSE) based on 18 items selected from the 43 items Social Readjustment Scale published by Holmes and Rahe (1967); and (4) Demographic Data Sheet (DDS). A total of 529 participants completed all five assessment tools. The results indicated that KU students have less favorable attitudes toward seeking professional psychological help than groups studied by other researchers. The results also supported previous research, which found females, in general, to have more favorable attitudes toward seeking professional help than males. Individuals who received previous counseling were more likely to have favorable attitudes toward seeking professional help than those who did not receive such help. Students who majored or minored in psychology had more favorable attitudes toward counseling than those who were not psychology majors or minors. The newly developed scale, FFSS, was an effective predictor of KU students' attitudes toward seeking professional psychological help and explained more variance in ATSPPHS scores than any other predictors used in the study.Ph. D.
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Makiwane, Nonzwakazi Beauty. "An appraisal of support services to students with disabilities: the case of Walter Sisulu University." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/1220.
Full textAbstract:
The provision of effective support services in an efficient manner is a critical part of any university’s role to ensure that students with disabilities achieve academic outcomes. In South Africa universities are categorized into three types, namely traditional universities (offer theoretically-oriented degrees); universities of technology (offer vocational-oriented diplomas and degrees) and comprehensive universities (offer a combination of the other two). With their constitutional and policy framework obligations, universities are responsible for accommodating students with all types of disabilities. Pertaining to the awareness of social disparities, the quality of support services to students with disabilities still remains a concern. From various platforms it is evident that quality of support services to students with disabilities in South African universities is poor and in some instances crucial support devices do not exist at all. The pressures being felt by universities from external forces and the problems encountered in the extent of quality of support services has created the need for an appraisal. The purpose of this study, then, is to investigate and describe the quality of the support services provided to students with disabilities in a university context.
36
Govender, Advaita. "Residence students' perceptions of institutional support for interracial contact at the University of Cape Town." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10553.
Full textAbstract:
Includes bibliographical references (leaves 93-97).While inter-racial contact in university settings has been researched previously, the important concept of institutional support has not. This construct was listed by Allport as a necessary condition under which contact will yield positive results i.e. reduced prejudice towards outgroup members. This study investigated University of Cape Town residence students' perceptions of institutional support for inter-racial contact to assess whether such perceived support had a noticeable impact on prejudice measures between students.
37
Silmi, Kazi Priyanka. "Strengthening Communication with the University Students regarding Sexual Assault:Website as a Tool to Provide Support." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1438861397.
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Sauer, Karen. "University Professors' and Department Directors' Perceptions Regarding Support for Freshman Academic Performance." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4021.
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In Chile, 50% of students who enroll in Chilean colleges do not graduate, negatively impacting their families' economic situations as well as national development. The purpose of this qualitative bounded case study was to gain a deeper understanding of the perceptions held by math, English, and general education professors regarding the support provided to freshman students in a program at 1 campus of a private Chilean university. Deci and Ryan's self-determination theory emphasizing internal and external motivations and social constructivism theory emphasizing development as a process comprised the conceptual framework. Both theories provide meaningful understanding of the drivers that support students in their learning process. The research questions focused on understanding the support that math, English, and general education professors and directors might provide to freshman students. A purposeful homogeneous sampling was used to identify 9 professors and 3 directors. Data collection involved semistructured interviews, peer debriefing, and member checks to triangulate the data. The findings revealed that the university could benefit from implementing a seminar program to acclimate conditionally admitted students to university studies. A 1-week seminar was developed. This study may contribute to positive social change by influencing professors' and directors' perceptions regarding possibilities for supporting students in improving their academic performance, thereby raising student passing and graduation rates to positively impact national development in Chile.
39
Wizikowski, Heather T. "Academic Support Experiences and Perceptions of Postsecondary Students with Disabilities: A Public and Private University Comparision." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cgu_etd/76.
Full textAbstract:
Legislation, social awareness, and advancements in medicine and assistive technology have created meaningful postsecondary opportunities for students with disabilities over the past 30 years. Mainstreaming, inclusion, and transition planning in elementary and secondary schools also greatly contributed to the increased achievement of students with disabilities. Today, 15% of students with disabilities attend four-year colleges. Current federal data show 88% of private and 99% of public universities report students with disabilities enrolled at their institutions. Much of the current research focuses on institutional practice and need. There is a gap in the research when looking at student needs and experiences.
This quantitative dissertation study analyzed the relationships between student perceptions, self-advocacy awareness and confidence levels, and available disability accommodations at two institutions of higher learning, one public and one private. One hundred and thirteen undergraduate students with disabilities completed an online survey. Thirty-four respondents attend the private university, and 79 respondents attend the public university. Descriptive and associative statistics were analyzed for comparative experiences between the two settings, knowledge and confidence of self-advocacy skills, and relationships between these variables and disclosure patterns.
The sample population of undergraduate students with disabilities appears to have similar experiences. In both settings, public and private, students have similar identification patterns, accommodation experiences, and support experiences. Students in both settings are satisfied with their academic support office and staff. The accommodations students find useful are alternative exam formats, documentation sent to faculty, and registration assistance. Students report having an awareness of and confidence using self-advocacy skills, but have had little to no training in these skills. Students report weak understanding of their legal rights, disability, and accommodations. Students also report poor transition experiences from secondary to postsecondary education, a finding that matches current research.
Transition planning at the secondary level must be purposeful in preparing students for four-year college settings when appropriate. Students need self-advocacy skills and disability awareness training before transitioning to postsecondary settings. Future research should also include revisiting the usefulness of accommodations offered in postsecondary settings, studying effective transition models, and looking at the relationship between self-advocacy confidence levels and postsecondary retention rates.
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Campbell, Alistair B. "Performance enhancement of the task assessment process through the application of an electronic performance support system." Connect to thesis, 2008. http://portal.ecu.edu.au/adt-public/adt-ECU2008.0008.html.
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Mance, Oyku. "The Factors Making First- Year University Students Vulnerable To Pathological Eating Attitudes." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607901/index.pdf.
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The purpose of the present study was to find out variables that make first year university students vulnerable to eating disorders. Pathological eating attitudes&rsquoassociation with height and weight, family meal patterns, perceived social support, family values and socio-demographic variables were assessed. 299 first year university students from the Department of Basic English at Middle East Technical University participated in the study. Five assessment devices- Demographic data form, the Eating Attitude Test (EAT&ndash
40), Family Eating Attitude and Behavior Subscales, the Multidimensional Scale of Perceived Social Support, and the Traditional Family Values Questionnaire were administered. ANOVAs were conducted to assess differences on eating attitudes between participants in terms of gender, with whom they lived, perceived family type, socio economic status, body mass index and weight satisfaction. Stepwise multiple regressions were conducted to appraise to what extent perceived social support, family meal patterns, traditional family values and demographic variables predicted eating attitudes of first year students. The participants who perceived their family as traditional reported more pathological eating attitudes in dieting, preoccupation with food, social pressure on weight factor. Regression analyses for female participants revealed that dieting, parents occupation, body mass index (current / desired) perceived social support- family, relationships with family and kin, and perceived family income were associated with pathological eating attitudes. Regression analyses for males revealed that dieting, father occupation, desired body mass index and relationships with family and kin were associated with pathological eating attitudes. These findings were discussed with reference to relevant literature. Future research topics were suggested and therapeutic implications of the study were discussed.
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Orozco, Veronica. "Ethnic identity, perceived social support, coping strategies, university environment, cultural congruity, and resilience of Latina/o college students." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186609917.
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Millroy, Wendy. "The early identification of academic support needs of first year university engineering drawing students in a multicultural society." Master's thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/17590.
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Bibliography: pages 125-132.Batteries of exercises requiring visualization in three dimensions were administered to more than 900 freshmen engineering students at the University of Cape Town in 1983, 1984 and 1985, and at the Cape Technikon in 1985. They were found to be consistently powerful predictors of performance in the midyear and final first year engineering drawing examinations. The cultural populations under consideration consisted of students classified by statute as "Black", "White" and "Coloured". By law most pupils in each ethnic group are educated within separate education systems in South Africa. Cultural differences existing between ethnic groups tend to be reinforced by these three different education systems and by socio-economic classes which tend to be distributed along racial lines. Although individual students with gross spatial disabilities were identified in all three ethnic groups, the cross-cultural study carried out in this investigation illustrates the significant differences in the mean performances of students emerging from the three different education systems both in the spatial batteries and in the first year engineering drawing course at UCT. These differences are discussed in terms of language problems, educationally disadvantaged backgrounds and cultural differences. The spatial batteries were found to be the best predictors of engineering drawing examination results at tertiary level irrespective of cultural group, and are proving to be particularly useful for identifying students urgently in need of special academic support in engineering drawing right from the commencement of their course.
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Thompson, Jessica Loren. "First-generation College Students: Their Use of Academic Support Programs and the Perceived Benefit." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5116/.
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The purpose of this study was to determine the extent to which academically successful first-generation college students, compared to academically successful non-first-generation college students, used academic support programs provided by UNT and to measure their perception of the benefits of these programs. Differences were examined using information gathered from a Graduate Student Survey administered to students graduating in fall 2006 from the University of North Texas. Analysis of the data from the survey indicated that there was no statistical significance between the use and perception of benefit of academic support programs between the two groups. Overall, students that used academic support programs provided by the university believed they benefited from the programs they utilized. Both groups indicated that they believed the Math Lab provided the most benefit. The Graduating Student Survey also examined input, environment and output factors of academically successful first-generation and academically successful non-first-generation students. Again, both groups indicated similar responses to the questions asked. First-generation college students in this study were successful in graduating from the University of North Texas and utilized some of the resources provided by the university to do so.
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Kataoka, Mika. "Perceptions of, and support for, students who experience difficulties in learning in Nara prefecture, Japan /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19191.pdf.
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Yanarca, Uras Bengu. "Body Satisfaction And Depression Symptoms Relationship Among University Students: The Mediating Role Of Self Esteem." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605055/index.pdf.
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This thesis aimed at revealing the mediator role of self esteem between body satisfaction and depression symptoms relationship in a Turkish University sample. The participants were 232 young adults from differents departments of Middle East Technical University. Hierarchical Regression Analyses were conducted to examine the mediator role of self esteem between body satisfaction and depression symptoms relationship. During these analyses gender, age, height, weight of the subjects and education level of the subjects&rsquoparents were entered in the first step via stepwise method, and in the second step social support and attachment styles were entered by using stepwise method, in order to control for the potential variance accounted for by these variables. Results of the regression analyses revealed that after controlling for the above mentioned variables, body satisfaction and self esteem were significantly associated with depression symptoms, however after controlling for the effect of self esteem, body satisfaction and depression symptoms relationship disappeared. Moreover, body satisfaction was found to be significantly associated with self esteem, which further supported the mediation hypothesis. Hence, self esteem was found to mediate the body satisfaction and depression symptoms relationship. Results were discussed by referring to the relevant literature.
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Dhillon, Samarjit. "Nursing students' perceptions of faculty support towards them in a university college setting : a descriptive exploratory study." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/32369.
Full textAbstract:
The student-teacher relationship is an important component of a learning
environment in any academic setting. Many qualitative studies have pointed to faculty
support as an element of student-teacher relationship, which is important to the students.
Understanding of students' perceptions of faculty support is lacking. The purpose of this
study was to describe students' perspectives about faculty behaviors that are supportive
or non-supportive. Six undergraduate nursing students from fourth year of a Bachelor of
Science in Nursing (BSN) program participated in this study. They were recruited
through a university-college. Each student was interviewed for 45 to 60 minutes.
The audio-taped, transcribed data were analyzed using constant comparative
analysis. Eight major themes, each with several sub-themes, were identified from the
analysis. The eight major themes were: feedback on students' performance, handling
student errors, personal knowing between faculty and students, availability to the
students, asking questions and responding to students' questions, supportive teaching
strategies, impact of supportive faculty members on students, and impact of unsupportive
faculty members on students. A discussion of the findings and the implications for
nursing education and research is presented. The findings illustrate behaviors that nurse
educators can use to establish positive relationships with their students. At the same
time, the findings suggest that current nursing students' expectations for faculty may not
be entirely realistic.Applied Science, Faculty of
Nursing, School of
Graduate
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Bell, Diane. "Investigating teaching and learning support for students with hearing impairment at a university in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80004.
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Thesis (PhD)--Stellenbosch University, 2013.Bibliography
Includes Guidelines for teaching hearing impaired students (35 p.)
ENGLISH ABSTRACT: Globally, hearing impairment remains the most common congenital anomaly diagnosed in infants, and hearing impairment is the single largest disability grouping in South Africa. Growing numbers of students with hearing impairment are being granted access into higher education in South Africa. However, they still remain under-represented in comparison to students with other impairments, and their needs in the teaching and learning environment in terms of human and technical support as well as communication and access to information remain under-supported. This study came into being because of the absence of research on the academic experiences of students with hearing impairment in higher education in South Africa. The intention of the study was to analyse and describe the teaching and learning (academic) experiences of students with hearing impairment at the case study university. This inquiry focused specifically on educational barriers, coping strategies, assistive technologies, curriculum accessibility as well as support services. Using a qualitative case study design, informed by an interpretive (constructivist) paradigm, purposeful sampling led to the selection of information-rich cases in order to gain insight from the authentic experiences of the students. The context of the case study was a South African university with a relatively large number of registered students with hearing impairment who use the oral method of communication. Data were generated by means of semi-structured interviews with participating students, university lecturers and a staff member from the disability unit. ATLAS.ti was used to code and analyse the data using grounded theory methods, allowing for the discovery of recurring themes. Six major findings emerged from this study, namely that all of the participants identified as belonging to the hearing rather than Deaf identity cultural paradigm, that limited curriculum transformation had taken place, existing support services were largely inadequate, a large number of barriers related to teaching and assessment were experienced, a variety of academic and personal coping strategies were used by the students to support their needs, and some critical factors for success were advocated for by the participants. From the findings and data interpretation and by making use of Bronfenbrenner’s bio-ecological model of human development as a tool, I constructed both an academic learning support framework as well as a set of practical guidelines for teaching students with hearing impairment. Thereafter conclusions were drawn and practical recommendations were made to various stakeholders in the education of students with hearing impairment. Further areas for research are also suggested. The academic learning support framework (as a model of best practice) forms part of my personal contribution to the field of research.
AFRIKAANSE OPSOMMING: Gehoorgestremdheid is wêreldwyd steeds die algemeenste kongenitale afwyking wat by babas gediagnoseer word, en in Suid-Afrika is die meeste mense met gestremdhede dié met gehoorgestremdhede. Alhoewel ’n toenemende aantal studente met gehoorverlies toegang tot hoër onderwys in Suid-Afrika verkry, is hulle steeds onderverteenwoordig in vergelyking met studente met ander gestremdhede en ontvang hulle steeds min ondersteuning, hetsy menslik of tegnies. Hierdie studie het ontstaan as gevolg van die afwesigheid van navorsing oor die persoonlike ervarings van studente met gehoorgestremdheid in hoër onderwys in Suid-Afrika. Die hoofdoel van hierdie gevallestudie was om vas te stel hoe om hierdie studente akademies te ondersteun ten einde hul tersiêre opvoeding en hul kanse om sukses te behaal en grade te verwerf, te verbeter. Die studie het veral gekyk na die opvoedkundige struikelblokke, hanteringstrategieë, ondersteunende tegnologieë, leerplantoeganklikheid, sowel as onder-steuningsdienste. Die metodologie wat vir hierdie studie gebruik is, was kwalitatief van aard. Die gebruik van doelgerigte steekproefneming het gelei tot die keuse van inligtingryke gevalle ten einde insig in die alledaagse ervarings van die studente te verkry. Die agtergrond van die studie was ʼn universiteit met 'n groot aantal geregistreerde gehoorgestremde studente wat van mondelinge/ouditiewe kommunikasiemetodes gebruik maak. Data is deur middel van semi-gestruktureerde onderhoude met hierdie studente, dosente en 'n personeellid van die eenheid vir gestremdhede gegenereer. Die data is met behulp van ATLAS.ti gekodeer en geanaliseer om die herhalendende temas te bepaal. Die ses belangrikste bevindings uit hierdie studie was dat al die deelnemers hulself met horende studente eerder as met gehoorgestremdes in die samelewing geïdentifiseer het, dat beperkte kurrikulum-transformasie plaasgevind het, dat bestaande ondersteuningsdienste grootliks onvoldoende was, dat die deelnemers ʼn groot aantal struikelblokke met betrekking tot onderrig en assessering ervaar het, dat hulle ʼn verskeidenheid akademiese en persoonlike hanteringstrategieë gebruik het om aan hulle behoeftes te voldoen en dat die kritiese faktore vir sukses deur die deelnemers self bepleit moes word. Uit die bevindinge van hierdie navorsing het die navorser 'n holistiese raamwerk, geïnspireer deur Bronfenbrenner se bio-ekologiese model vir menslike ontwikkeling, vir studente met gehoorgestremdheid in hoër onderwys ontwerp. Gevolgtrekkings is gemaak en praktiese aanbevelings is aan verskeie belanghebbendes wat by die onderrig van studente met gehoorgestremdheid betrokke is, voorgelê. Verdere terreine vir navorsing word ook voorgestel. Die akademiese leerondersteuningsraamwerk (as ’n model van beste praktyk) maak deel uit van my persoonlike bydrae tot die navorsingsveld.
49
Hinchcliffe, Vanessa. "The social support networks of university students with social communication difficulties : the role of educational support workers and the implications for retention and progression." Thesis, University of Huddersfield, 2010. http://eprints.hud.ac.uk/id/eprint/9243/.
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This study has utilised multiple methods that incorporate the use of ‘innovative’ communicative technology to provide an extensive exploration of students with social communication difficulties’ (SCD) social support networks whilst attending university. Ten semistructured online interviews were carried out with educational support workers (ESWs). Their analysis provides original and valuable insights into student disability support and the views of ESWs are further pursued in a series of seven web-based diaries with university students with SCD. Information gained here furnishes a critical account of student disability support. Critical points in the accounts of both ESWs and students are presented and evaluated in detail. Findings illustrate that informal personal support, such as peer networking, is vital for students’ educational competence, social confidence and a sense of belonging at university, but is currently not taken into account in a system that promotes formal academic support alone. Lack of informal personal support could impact negatively on student personal adjustment and relationships, thus hindering access to the learning community. Universities have a key role in facilitating student social support networks that promote collaborative social networking. The dominant conceptual framework, based around the social model of disability and situated in a morality of ‘rights’, is considered in practice to atomise the person and overlook wider social aspects of disability. This study proposes to move the disability agenda away from one based on individualism to one based on social connection and located within a morality of care. This approach re-conceptualises students with a disability as interdependent, both in their capacity for personal autonomy, and their social need through relationships. This may go some way in improving university disability policy and practice by encouraging professionals to work in negotiation with students. Thus, appropriate plans can be put in place to meet students’ wider academic, personal and social needs.
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Pope, Nancy B. "An Examination of the Socio-Demographic Characteristics and Perceptions of Cycling among Students at Georgia State University." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/iph_theses/89.
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ABSTRACT An Examination of Socio-demographic Characteristics and Perceptions of Cycling among Students at Georgia State University (Under the direction of Christine Stauber, Faculty Member) Background: Bicycling as a form of transportation is important to public health and the improvement of the environment by way of sustainable transportation. Active transportation is inversely related to all-cause mortality, obesity, and levels of ozone and greenhouse gases. University communities have been shown to bicycle more than big cities. However, downtown setting of the Georgia State University (GSU) campus poses unique barriers to bicycling. Methods: A cross-sectional study was conducted in fall, 2009 at GSU. To determine perceptions and barriers to bicycling, the sample was divided into cyclists and non-cyclists. Chi square analysis, odds ratios, and multivariate logistic regression were used to compare the socio-demographic characteristics and perceptions surrounding bicycling between the groups. Results: The survey included 314 students; 60% female, 11.1% bicyclists, and mean age of 23. Of the socio-demographic characteristics examined, gender was the only factor significantly associated with bicycling, with males being 6.82 times more likely to cycle. Independent t-tests found that bicyclists viewed the built environment, social support, and future bicycling support more favorably than non-cyclists. Of the built environment factors, distance was the most important barrier to bicycling (OR=2.156, 95% CI= 1.484-3.133). Cyclists and non-cyclists were in agreement that bicycling was unsafe due to motor vehicle traffic, roadway conditions, and theft risk Conclusions: Overall, the findings were consistent with current knowledge about bicycling. The findings show that distance appears to be the most significant barrier to bicycling. Although safety due to roadway conditions and motor vehicle traffic and risk of bicycle theft did not produce significant results, these factors should be addressed in future studies and/or programs. Further investigation into how to alter these perceptions and create safer environments for the community would be beneficial.