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Journal articles on the topic 'University support'

Author: Grafiati

Published: 10 January 2023

Last updated: 28 January 2023

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1

Ninh Nguyen, Hai, Thi Tra Phuong Nguyen, Thi Dieu Phan, Cam Tu Pham, and Thi Truc Tran. "Addressing the interplay amongst university support, student experience, and university brand image at Vietnamese higher education institutions." Problems and Perspectives in Management 20, no. 2 (May 25, 2022): 311–20. http://dx.doi.org/10.21511/ppm.20(2).2022.26.

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During the last three years, the Covid-19 pandemic has made landmark changes in all aspects of the society and higher education is no exception. The current study examines the interrelationships between university support, student experience, and university brand image. The study used partial least square–structural equation modeling (PLS-SEM) and Smart PLS 3.3.7 to conduct the analysis. Research data were collected by structured questionnaire with 300 students from various studying majors of 12 prominent universities across the nation. The findings firstly suggest that university support has a positive and significant impact on students’ perceived support and overall student experience. Second, the student experience has a noticeable impact on the university image. In addition, the current paper also emphasizes the significant role of student experience in mediating the relationship between university brand image and student perceived support. Practically, universities have been suggested to provide more support for students, including both policies and activities, to improve student perceptions of support and experience. An outstanding student experience is critical to develop and enhance the university brand image. As a result, the findings aid higher education institutions in enhancing their competitiveness in today’s dynamic educational environment.

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2

Reinders, Hayo. "Nonparticipation in University Language Support." JALT Journal 27, no. 2 (November 1, 2005): 209. http://dx.doi.org/10.37546/jaltjj27.2-4.

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Research has shown that many students studying abroad face great difficulties and run the risk of failing courses as a result of problems with the language (cf. Ballard & Clanchy, 1997). At a university in New Zealand it was found that over 70% of all resident second language speakers had a level of English that did not prepare them adequately for university study. In response, a free language support programme was offered to help students improve their English and develop their skills for independent learning. Students with identified language needs were strongly encouraged to take part in the programme. However, both the participation and completion rates were disappointing, especially among Japanese students. Several previous studies have reported similar findings, but little information is available on the reasons for this lack of participation (e.g. Voller, Martyn, & Pickard, 1999; Mak & Turnbull, 1999). The current study is an attempt to investigate why, in spite of strong encouragement, students chose to (not) make use of the available support and what determined their completion of the programme. It was found that while time constraints played an important role, so did students’ perceptions of the programme and the type of support it would offer. A number of practical recommendations for support staff working on such programmes are given. 先行研究では、留学中の学生の多くが、語学的な問題のために、学業の困難に直面し、落第の危機にさらされていることが示されている(cf. Ballard, & Clanchy 1997)。ニュージーランドの一大学では、英語を第２国語として話す学生全体の７０%以上が、大学での勉強に十分に対応できるだけの英語力が備わっていないことが判明した。それに対応する形で、学生の英語力と、自立的な学習スキルの向上を助けるために、無料の語学サポートプログラムが提供された。語学的必要が認められている学生には、強くこのプログラムへの参加が促された。しかしながら、参加率、終了率のどちらを見ても、期待はずれなもので、これは、特に日本人の学生の間で、顕著であった。多くの先行研究が、これに似た結果を報告しているが、このような非参加の理由に関しては、情報が非常に少ない。本研究では、なぜ学生達が利用できるサポートを利用した（あるいはしなかった）のか、そして、何がこのプログラムの終了の要因となったのか、を調査するひとつの試みである。時間的な制約のみではなく、学生のプログラムとこれが提供するだろうサポート内容の性格に対する印象も、重要な役割を果たしたことが判明した。最後に、このようなプログラムに従事するサポートスタッフのための、実用的な提案を示す。

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3

N.V., Karpushkina, Kisova V.V., Koneva I.A., Kochneva E.M., Kudryavtsev V.A., Rossova Y.I., and Fedoseeva N.V. "Modeling of Psychological Support of Persons with Disabilities at the University." International Journal of Psychosocial Rehabilitation 23, no. 3 (September 20, 2019): 841–48. http://dx.doi.org/10.37200/ijpr/v23i3/pr190372.

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4

Akın, Ahmet, Serhat Aslan, Eyüp Çelik, Çınar Kaya, and Nihan Aslan. "STUDENT ACADEMIC SUPPORT AS A PREDICTOR OF LIFE SATISFACTION IN UNIVERSITY STUDENTS." Eurasian Academy of Sciences Social Sciences Journal 2, no. 1 (March 15, 2015): 38–49. http://dx.doi.org/10.17740/eas.soc.2015-v2-04.

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5

Usheva, Tatyana F. "The Role of Reflexive Support of University Students in the Learning Process." International Journal of Psychosocial Rehabilitation 24, no. 4 (April 30, 2020): 6217–28. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020432.

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6

Sijde, Peter Van Der, and Jaap Van Tilburg. "Support of university spin-off companies." International Journal of Entrepreneurship and Innovation 1, no. 1 (February 2000): 13–21. http://dx.doi.org/10.1177/146575030000100103.

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In this paper the process of the business development of spin-off companies from universities is described. The authors discuss each phase of development (awareness, feasibility, start-up, growth and maturity) and provide examples of each phase. They describe in particular the example of the University of Twente and its spin-off programme, TOP (Temporary Entrepreneurial Positions). Secondly, they focus on university spin-off programmes: what are the arguments against and in favour of such initiatives? The arguments that led the University of Twente to favour investment in spin-off programmes are discussed. The final section of the paper concerns the EU-supported UNISPIN project, a systematic approach to university spin-off development throughout all member states of the European Union.

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7

Snyder, Carolyn A., Howard Carter, and Jerry C. Hostetler. "Distance Education Support in University Libraries." Journal of Library & Information Services in Distance Learning 1, no. 2 (July 6, 2004): 15–30. http://dx.doi.org/10.1300/j192v01n02_03.

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8

Lee, Stephen, and Roger Porkess. "MEI support for mathematics at university." MSOR Connections 7, no. 3 (August 2007): 36–37. http://dx.doi.org/10.11120/msor.2007.07030036.

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9

Lagowski, J. J. "The Public Support of University Research." Journal of Chemical Education 72, no. 7 (July 1995): 573. http://dx.doi.org/10.1021/ed072p573.

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10

Clark, A., and Y. Lucero-Nguyen. "Evaluating a University Lactation Support Program." Journal of the Academy of Nutrition and Dietetics 120, no. 9 (September 2020): A67. http://dx.doi.org/10.1016/j.jand.2020.06.034.

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11

A., A. "Germany holds back on university support." Nature 371, no. 6496 (September 1994): 371. http://dx.doi.org/10.1038/371371b0.

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12

van der Sijde, Peter, and Jaap van Tilburg. "Support of University Spin-off Companies." International Journal of Entrepreneurship and Innovation 1, no. 1 (February 2000): 13–21. http://dx.doi.org/10.5367/000000000101298478.

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In this paper the process of the business development of spin-off companies from universities is described. The authors discuss each phase of development (awareness, feasibility, start-up, growth and maturity) and provide examples of each phase. They describe in particular the example of the University of Twente and its spin-off programme, TOP (Temporary Entrepreneurial Positions). Secondly, they focus on university spin-off programmes: what are the arguments against and in favour of such initiatives? The arguments that led the University of Twente to favour investment in spin-off programmes are discussed. The final section of the paper concerns the EU-supported UNISPIN project, a systematic approach to university spin-off development throughout all member states of the European Union.

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13

Goodyear, Rodney K. "On University Support of AACD Journals." Journal of Counseling & Development 64, no. 10 (June 1986): 611. http://dx.doi.org/10.1002/j.1556-6676.1986.tb01020.x.

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14

MacLean, Doug, and Paul M. Gannon. "The Emotionally Affected University Student: support from the university community." International Journal of Disability, Development and Education 44, no. 3 (September 1997): 217–28. http://dx.doi.org/10.1080/0156655970440304.

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15

Vecherskaya, Svetlana E. "Decision Support System for an Art University." Indian Journal of Software Engineering and Project Management 1, no. 2 (July 10, 2021): 8–12. http://dx.doi.org/10.35940/ijsepm.b9005.071221.

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A prototype of an automated decision support system for creative universities has been developed, which will allow assessing the achievements particularly talented students and identifying the needs in the learning process in order to help organize the educational process in accordance with identified capabilities. Use of a decision support system based on the Bayesian classifier is suggested which will allow to evaluate factors contributing to the progress in teaching students particular techniques, and in perspective to assess the possible resources that will be required to make changes to the learning. The list of specific performance indicators is given. The system should contribute to the formation of the learning plan, taking into account the capabilities of both a group art workshop as a whole, and special needs of an individual to develop, if necessary an individual approach.

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16

Anjum, Temoor, Muhammad Farrukh, Petra Heidler, and Julián Andres Díaz Tautiva. "Entrepreneurial Intention: Creativity, Entrepreneurship, and University Support." Journal of Open Innovation: Technology, Market, and Complexity 7, no. 1 (December 31, 2020): 11. http://dx.doi.org/10.3390/joitmc7010011.

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To study the impact of perceived creativity disposition on entrepreneurial attitude and intentions, based on the theory of planned behavior, a model of the relationship between perceived creativity disposition and entrepreneurial intentions and attitude was constructed, relevant hypotheses were proposed, and the moderation mechanism of perception of university support on perceived creativity disposition and entrepreneurial intentions was also developed and analyzed. The study population included university business students in Pakistan. A sample of 330 students was selected from eight universities in Lahore and Islamabad, Pakistan. A random stratified sampling technique was executed. For this study, a cross-sectional and quantitative research design was used based on the survey process. The two-part questionnaire was used for data collection. Smart-PLS software version 3.2.7 was used to assess the hypothesis of this study. It was found that perceived creativity disposition and attitude toward entrepreneurship has a positive influence on entrepreneurial intention. It was also discovered that the perception of university support moderates the relationship between perceived creativity disposition and entrepreneurial intention. In this study, the moderation effect of perception of university support on the relationship between perceived creativity disposition and entrepreneurial intention was acknowledged. As a policy implication, the government should ensure students with an innovative entrepreneurial environment and well-built perception of university support are supported through different channels. Finally, a conceptual model was proposed based on adopting the theory of planned behavior, and the study ends with a conclusion and implications for future research.

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17

Molinero, Cecilio Mar, and Mao Qing. "Decision Support Systems for University Undergraduate Admissions." Journal of the Operational Research Society 41, no. 3 (March 1990): 219. http://dx.doi.org/10.2307/2583817.

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18

Vecherskaya, Svetlana E. "Decision Support System for an Art University." Indian Journal of Software Engineering and Project Management 1, no. 2 (July 10, 2021): 8–12. http://dx.doi.org/10.54105/ijsepm.b9005.071221.

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A prototype of an automated decision support system for creative universities has been developed, which will allow assessing the achievements particularly talented students and identifying the needs in the learning process in order to help organize the educational process in accordance with identified capabilities. Use of a decision support system based on the Bayesian classifier is suggested which will allow to evaluate factors contributing to the progress in teaching students particular techniques, and in perspective to assess the possible resources that will be required to make changes to the learning. The list of specific performance indicators is given. The system should contribute to the formation of the learning plan, taking into account the capabilities of both a group art workshop as a whole, and special needs of an individual to develop, if necessary an individual approach.

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19

Omolayec, P. O. "Implementation of University Result Decision Support Systems." International Journal for Research in Applied Science and Engineering Technology 6, no. 7 (July 31, 2018): 537–45. http://dx.doi.org/10.22214/ijraset.2018.7092.

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20

Robbins, Paul R., and Roland H. Tanck. "University Students' Preferred Choices for Social Support." Journal of Social Psychology 135, no. 6 (December 1995): 775–76. http://dx.doi.org/10.1080/00224545.1995.9713981.

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21

Uchida, Yasuhiro. "Support School Students and Students’ University Choices:." Journal of Educational Sociology 98 (2016): 197–217. http://dx.doi.org/10.11151/eds.98.197.

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22

Bell, Ruth. "Support for teaching 'could boost university research'." Nature 380, no. 6575 (April 1996): 571. http://dx.doi.org/10.1038/380571a0.

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23

Blumenthal, D., M. Gluck, K. Louis, and D. Wise. "Industrial support of university research in biotechnology." Science 231, no. 4735 (January 17, 1986): 242–46. http://dx.doi.org/10.1126/science.3941897.

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24

Rockman, Ilene F. "Establishing successful partnerships with university support units." Library Management 23, no. 4/5 (June 2002): 192–98. http://dx.doi.org/10.1108/01435120210429925.

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25

Molinero, Cecilio Mar, and Mao Qing. "Decision Support Systems for University Undergraduate Admissions." Journal of the Operational Research Society 41, no. 3 (March 1990): 219–28. http://dx.doi.org/10.1057/jors.1990.38.

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26

Dickson, Tom. "Trends in University Support of Scholastic Journalism." Journalism & Mass Communication Educator 56, no. 1 (March 2001): 74–85. http://dx.doi.org/10.1177/107769580105600107.

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27

Parson, L. Alayne, Roberta G. Sands, and Josann Duane. "Sources of career support for university faculty." Research in Higher Education 33, no. 2 (April 1992): 161–76. http://dx.doi.org/10.1007/bf00973577.

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28

Abbott, Alison. "Germany refuses to prolong university support scheme." Nature 375, no. 6527 (May 1995): 97. http://dx.doi.org/10.1038/375097a0.

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29

Chen, K. T. "Harnessing university research for competitiveness, industry support." IEEE Spectrum 27, no. 10 (October 1990): 73–76. http://dx.doi.org/10.1109/6.58482.

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30

Ginsberg, Sarah M. "3: SUPPORT NEEDS OF UNIVERSITY ADJUNCT LECTURERS." To Improve the Academy 29, no. 1 (June 2011): 32–45. http://dx.doi.org/10.1002/j.2334-4822.2011.tb00620.x.

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31

Lu, Genshu, Yaping Song, and Bingchao Pan. "How University Entrepreneurship Support Affects College Students’ Entrepreneurial Intentions: An Empirical Analysis from China." Sustainability 13, no. 6 (March 15, 2021): 3224. http://dx.doi.org/10.3390/su13063224.

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Given the major role of new enterprises founded by university alumni in creating employment and promoting economic development, it is well known that Chinese universities have implemented plenty of impressive initiatives to support students’ entrepreneurship. However, little is yet known about how students evaluate university entrepreneurship support and how it affects students’ entrepreneurial intentions. This study utilizes 13,954 recent college graduates from Chinese higher education institutions as a sample and aims to examine students’ perceptions of the support they received from universities and its influence on students’ entrepreneurial intentions. The results illustrate that students are not very satisfied with various university entrepreneurship supports. Findings also indicate that university entrepreneurship support positively impacts students’ entrepreneurial intentions, although it is not a very strong relationship. Moreover, university entrepreneurship support positively affects entrepreneurial attitude, subjective norms, and entrepreneurial self-efficacy, which in turn determine entrepreneurial intention. Entrepreneurial attitude, subjective norms, and entrepreneurial self-efficacy play a mediating role between university entrepreneurship support and entrepreneurial intention. The study contributes to the entrepreneurial literature theoretically and provides practical recommendations for policymakers and university administrators in China to reconsider and improve their entrepreneurship supports to encourage more students to become entrepreneurs.

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32

Theint Theint Soe, Khin. "The Impact of Social Support on Loneliness and Worry Among University Freshmen in Sagaing District, Myanmar." Technium Social Sciences Journal 8 (June 2, 2020): 387–97. http://dx.doi.org/10.47577/tssj.v8i1.832.

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The impact of social support buffers most of the psychological problems such as loneliness and worry in the transition period for university freshmen. This loneliness and worry can lead to many freshmen suffering in less confidence and difficulties in interactions as a university student. The greater perceiving social support can alleviate loneliness and worry. The main aim of this study is to investigate the impact of social support on loneliness and worry among university freshmen. In this study, a quantitative approach was used. The sample was composed of 500 freshmen from four universities, Sagaing Technological University, Sagaing University of Education, Co-operative University (Sagaing) and Sagaing University. Social support perceived by university freshmen was measured by using Interpersonal Support Evaluation List (ISEL) including four subscales that are appraisal support, tangible support, self-esteem support and belonging support which consisted of 40 items. The Loneliness of freshmen was examined by using the Revised UCLA Loneliness Scale (RULS) consisted of 20 items. Freshmen’s worry was explored by using the Penn State Worry Questionnaire (PSWQ) which comprised of 16 items. According to descriptive statistics, all universities in the selected district gave the equal social supports to freshmen but freshmen felt that they perceived the appraisal support than other supports. The results of independent sample t-test showed that there were significant differences in social support, loneliness and worry by gender. Furthermore, the result of ANOVA showed that there were significant differences in loneliness and worry by universities. The result of correlation analyses described that there was significant interrelationship among social support, loneliness and worry. The results of this study highlighted that types of social support can impact on loneliness and worry of freshmen effectively. That is the main reason why social support should be provided as one of the effective ways to ease loneliness and worry for freshmen.

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33

Belenkova, Larisa Yuryevna, Elena Vladimirovna Skudnyakova, and Svetlana Anatolyevna Sazonova. "Psychological and Pedagogical Support of Professional Development of Students in an Inclusive University Environment." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 363. http://dx.doi.org/10.9756/int-jecse/v14i1.221044.

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The article reflects the problem of psychological and pedagogical support of the educational process in an inclusive environment of the university, presents the results of experimental work aimed at the formation of professional and pedagogical motivation of students during university education, in which the study of disciplines of socio-psychological orientation that contribute to their successful professional development.

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34

Yee, Renee Chew Shiun. "Perceptions of Online Learning in an Australian University: Malaysian Students’ Perspective – Support for Learning." International Journal of Information and Education Technology 5, no. 8 (2015): 587–92. http://dx.doi.org/10.7763/ijiet.2015.v5.573.

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35

Anwar, Maheen. "Linking Social Support, Social Anxiety and Maladaptive Daydreaming: Evidence from University Students of Pakistan." Foundation University Journal of Psychology 2, no. 2 (January 31, 2018): 141–81. http://dx.doi.org/10.33897/fujp2.16.

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36

KATO, Takao, and Syunichi ISHIHARA. "Research of sexual difference of supporter and perceived support in university students." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 3AM014. http://dx.doi.org/10.4992/pacjpa.74.0_3am014.

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37

Poluboyarov, Valeriy. "The system of Informational Support for University Management." SHS Web of Conferences 50 (2018): 01136. http://dx.doi.org/10.1051/shsconf/20185001136.

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The article defines the place of information technologies in the system of strategic managing of the higher educational institution (HEI). The author analyzes the Russian regulatory requirements for the system of informational support for university management and proposed the architecture model of the typical informational system of university management. The market of software for automation of business processes within the university was also analyzed: platforms for building the systems of university management, platforms for building electronic information-educational systems, platforms for management informational support according to objectives. The article describes the architecture of the system of informational support for university management that has been embedded in Volgograd State University and the mechanisms of its integration, additional functionality implemented there, and development plans.

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38

Jo, Yovita, and Ida Puspitowati. "Pengaruh Educational Support Dan Relation Support Terhadap Minat Berwirausaha Mahasiswa Universitas Tarumanagara." Jurnal Manajerial Dan Kewirausahaan 1, no. 3 (September 3, 2019): 635. http://dx.doi.org/10.24912/jmk.v1i3.5376.

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This study aims to analyze the influence of educational support and relation support on the entrepreneurial interest of Tarumanagara University students. The population of this study was all students of the Faculty of Economics, Faculty of Law and Faculty of Engineering, Tarumanagara University. The method of data collection was done by distributing questionnaires to 200 respondents. The data analysis technique uses multiple regression analysis using SPSS software version 20. The results of the analysis concluded that there was a significant effect between educational support and relation support on the entrepreneurial interest of Tarumanagara University students.Penelitian ini bertujuan untuk menganalisis pengaruh dukungan pendidikan dan dukungan relasi terhadap minat berwirausaha pada mahasiswa Universitas Tarumanagara. Populasi penelitian ini adalah seluruh mahasiswa Fakultas Ekonomi, Fakultas Hukum dan Fakultas Teknik Universitas Tarumanagara. Metode pengumpulan data dilakukan dengan menyebarkan kuesioner kepada 200 responden. Teknik analisis data menggunakan analisis regresi ganda menggunakan software SPSS versi 20. Hasil analisis menyimpulkan bahwa terdapat pengaruh yang signifikan antara dukungan pendidikan dan dukungan relasi terhadap minat berwirausaha pada mahasiswa Universitas Tarumanagara.

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39

Ryu, Sujin. "Exploring the Contents of the Representative Innovation Program of the University Innovation Support Project Competency-enhancing Type Support University." Journal of Humanities and Social sciences 21 12, no. 6 (December 30, 2021): 883–96. http://dx.doi.org/10.22143/hss21.12.6.63.

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40

Kakada, Praveen, Yogesh Deshpande, and Shilpa Bisen. "Technology Support, Social Support, Academic Support, Service Support, and Student Satisfaction." Journal of Information Technology Education: Research 18 (2019): 549–70. http://dx.doi.org/10.28945/4461.

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Aim/Purpose: The study aimed to investigate the influence of technology support, social support, academic support, and service support on student satisfaction and their relationships in private and state universities. Background: Coherent support between students, teachers, and management is usually extended beyond classroom scheduling and space. This support has a positive significant influence on student satisfaction, which may influence students’ academic, behavioral, emotional and social development. This support is assisted via technology, social, academic, and instant service support, which may have an impact on its nature. Methodology: In the current study, a cross-sectional survey was used to collect the research data. Convenience sampling was used to select the participants for the study. It targeted a population sampled from engineering students from both private and state universities of central India (n=240). In quantitative data analysis, descriptive and inferential statistics were used. The collected data were analyzed with SPSS. Contribution: The present study expands the growing body of knowledge about student satisfaction via technology, social, academic, and service support. We identify the unique aspects of factors that are positively related to student satisfaction, which shed light on student satisfaction. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their educational strategies to enhance the level of satisfaction among the students and to check how their students can benefit from the support system in the institution. Findings: The results indicated that the institutional support dimensions –technology support, academic support, social support, and service support –are positively significantly related to student satisfaction in both state and private universities. Recommendations for Practitioners: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Recommendation for Researchers: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Impact on Society: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction.

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41

De Wit, Kurt, Dirk Heerwegh, and Jef C. Verhoeven. "Do ICT Competences Support Educational Attainment at University?" Journal of Information Technology Education: Research 11 (2012): 001–25. http://dx.doi.org/10.28945/1552.

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42

Gridneva, S. V., A. I. Tashcheva, and M. R. Arpentieva. "Models of psychological support of education in university." Professional education in the modern world 12, no. 2 (July 13, 2022): 337–50. http://dx.doi.org/10.20913/2618-7515-2022-2-17.

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Introduction. In the article the most widely used models of academic psychological support as basic ones for many universities in the world are supposed to be a systemic nature. All these models postulate the importance of systematic, targeted and operational assistance to the subjects of education. All these models proceed from the fact that almost all students and teachers of modern universities in one way or another face many psychological problems that can adversely affect the academic performance of the former and the success of the latter. Purpose setting. The purpose of the study is to analyze the models of psychological support of the educational process as a sphere of numerous types of helping a person to a person in solving the tasks facing him of coping with crises of personal, interpersonal and educational and professional development. Methodology of the study. The research method is a theoretical analysis of common models of academic support for the psychological well-being of subjects of the educational process. Modern models are analyzed that allow purposefully and systematically (multilevel and multidimensional), promptly and effectively provide corrective and developmental psychological assistance to the subjects of the educational process. Results. Universities, as institutions of culture, its transmission and production, are important centers of life for students and teachers. They are communities with interdisciplinary systems of collaboration and support and serve to ensure that all entities are provided with the affordable, quality, ongoing care they sometimes desperately need. Comprehensive, culturally sensitive university services can help eliminate and prevent inequalities in access to education and its academic support, help to reduce the restrictions associated with receiving psychological and other services, making them part of the educational system. Ensuring the continuity of mental health services is critical to effectively meeting the wide range of needs of learners. Comprehensive mental health services are most effective when they are delivered through systemic practices: a layered and multidimensional system of the other two structures, as presented in the Positive Behavior Interventions and Supports (PBIS) programs, Intervention Response Model (RTI) and other domestic and foreign models. Conclusion. High-quality, timely and targeted aid and support for educational subjects in various types of educational and life situations can significantly improve the quality of education and, among other things, make a significant contribution to the improvement of the society as a whole. Domestic support experience needs to be enriched with elements and principles of developments and models common in the modern foreign world, including those that increase the timeliness and relevance (accessibility) and quality (intensity and effectiveness) of assistance.

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Roslan, Mohd Firdaus, Noor Syazwani Ishak, Mad Abas Sahan, Khairul Hafezad Abdullah, and Mohd Ridwan Abd Razak. "Work Stress among Support Staff in Private University." Global Academic Journal of Humanities and Social Sciences 4, no. 5 (September 30, 2022): 188–92. http://dx.doi.org/10.36348/gajhss.2022.v04i05.004.

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Work stress in the workplace can cause an employee to become distracted while performing tasks. Furthermore, employees will also experience depression for a period of time, either at home or at work. However, this is not a new issue and it has a number of questions and debates about existing concepts and theories. As a result, the primary goal of this research is to identify the experiences and challenges that support staff face as a result of work stress. The findings of the study show that there employees who face experiences and challenges such as harassment from colleagues, doing work for other employees, accepting work outside the scope of work, and having to bear excessive work. This research is important for understanding the job stress issues faced by support staff in private universities.

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Aismontas, B. B., S. V. Panyukova, and G. G. Saitgalieva. "Academic Support of Students with Disabilities in University." Психологическая наука и образование 22, no. 1 (2017): 60–70. http://dx.doi.org/10.17759/pse.2017220108.

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The paper presents materials concerning the organization of educational process and creation of special educational environment for students with disabilities. It focuses on the development and application of special academic resources appropriate for different types of disability; also, it describes approaches to designing print and electronic learning resources (coursebooks, study materials etc.) for students with visual, hearing and motor impairments depending on their disability and character of perception of information. The paper discusses conditions that promote students’ awareness of the means of accessing special learning resources. The authors stress the necessity of creating a unified educational and methodological pool of materials on various aspects of teaching students with disabilities. Finally, the paper reveals features of implementation of basic pedagogical technologies, including the ones that involve distant communication between a teacher and a student, and analyses several teaching techniques aimed at students with disabilities, highlighting the effectiveness of practice-oriented teaching.

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Androsova, Irina G., Tatyana L. Gerasimenko, Evdokiya I. Lobanova, Alla B. Nisilevich, and Ekaterina V. Strizhova. "TECHNOLOGY SUPPORT FOR TEACHING MAJORS AT THE UNIVERSITY." Statistics and Economics, no. 6 (January 1, 2015): 3–6. http://dx.doi.org/10.21686/2500-3925-2015-6-3-6.

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Sharin, V. I. "University Students As Subjects of Family Support Relationships." Social’naya politika i sociologiya 19, no. 4 (December 28, 2020): 196–204. http://dx.doi.org/10.17922/2071-3665-2020-19-4-196-204.

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the article is aimed at studying the relationship of family support. The scientific literature gives ambiguous assessments of the nature of mutual assistance between parents and their adult childrenstudents. Therefore, the main research tasks are to establish the nature of parental support in families with student children and to assess the impact of the gender factor on support. The methodological basis of the study was the development of the theory of reciprocity by B. Malinovsky and K. Polanyi, as well as the works of leading foreign and Russian scientists. The study was conducted on the basis of a set of general scientific methods, such as system analysis, generalization and systematization, comparison, and questionnaires. The empirical basis of the study is a survey of 300 students and 12 individual semi-structured interviews of students of the Ural State University of Economics, collected in 2020. The survey data and interviews were analyzed in order to identify the peculiarities of the nature of family assistance in families with student children, as well as the influence of the gender factor. As a result of the study, it was found that the relations of family assistance in families with student children are interdependent, symmetrical, and non-equivalent in nature, and they are based on the principle of reciprocity. Children help their parents, as a rule, according to the situation, if necessary. The main types of assistance are household management, as well as emotional and psychological support. Gender influences family care relationships. Thus, daughters are more concerned about their parents than sons. In these families, student children are much more likely to help on a regular, permanent basis, more often provide parents with financial assistance, emotional and psychological support, assistance in caring for parents and in household management. Material and emotional and psychological support from parents is at a high level, regardless of the child’s gender.

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Allen, Mary J., and Debbi Miller Gutierrez. "University Students' Support for Heterosexual Women with Aids." Psychological Reports 65, no. 1 (August 1989): 171–76. http://dx.doi.org/10.2466/pr0.1989.65.1.171.

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Support for a woman heterosexual AIDS victim was examined among 237 university students, 54% female and 54% upper division, with a mean age of 23.7 yr. A questionnaire containing one of four scenarios (AIDS resulting from unsafe sex, unsafe drug use, sex with an unfaithful husband, or a blood transfusion) measured support by people's willingness to sign or circulate a petition supporting the victim's right to attend college classes. A five-way mixed-design analysis of variance showed that victims who took risks received less support, that respondents were more willing to sign than to circulate a petition, and, while men did not discriminate among the four scenarios, women were most likely to offer support to “innocent” victims who contracted AIDS without sexual behavior. In addition, respondents who knew someone with AIDS were more likely to sign the petition. AIDS, particularly when contracted through risky behavior, is a disease with social ramifications beyond its threat to public health.

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Hughes, Brian M. "Social Support at University Scale, a Brief Index." Psychological Reports 100, no. 1 (February 2007): 76–82. http://dx.doi.org/10.2466/pr0.100.1.76-82.

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A brief, 3-item index of social support among college students, the Social Support at University Scale, is introduced. Its psychometric properties are examined in a sample of 90 college students (51 women, 39 men) and compared with those of an equivalent scale distributed among 100 university staff (67 women, 33 men). The Short-Form Social Support Questionnaire, the Perceived Stress Scale, and the Hospital Anxiety and Depression Scale were also administered to each participant. The data suggest that the Social Support at University Scale possesses internal consistency reliability suitable for research (α= .68), external validity as indicated by comparisons between the student and staff samples, concurrent validity as indicated by correlations with measures of generic social support, and criterion validity as indicated by associations with known correlates of social support, namely, perceived stress, anxiety, and depression.

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Niedrite, Laila, and Darja Solodovnikova. "UNIVERSITY IS ARCHITECTURE FOR THE RESEARCH EVALUATION SUPPORT." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 2 (June 15, 2017): 112. http://dx.doi.org/10.17770/etr2017vol2.2528.

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The measuring of research results can be used in different ways e.g. for assignment of research grants and afterwards for evaluation of project’s results. It can be used also for recruiting or promoting research institutions’ staff. Because of a wide usage of such measurement, the selection of appropriate measures is important. At the same time there does not exist a common view which metrics should be used in this field, moreover many existing metrics that are widely used are often misleading due to different reasons, e.g. computed from incomplete or faulty data, the metric’s computation formula may be invalid or the computation results can be interpreted wrongly. To produce a good framework for research evaluation, the mentioned problems must be solved in the best possible way by integrating data from different sources to get comprehensive view of academic institutions’ research activities and to solve data quality problems. We will present a data integration system that integrates university information system with library information system and with data that are gathered through API from Scopus and Web of Science databases. Data integration problems and data quality problems that we have faced are described and possible solutions are presented. Metrics that are defined and computed over these integrated data and their analysis possibilities are also discussed.

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Harley, Dave, Sandra Winn, Sarah Pemberton, and Paula Wilcox. "Using texting to support students’ transition to university." Innovations in Education and Teaching International 44, no. 3 (August 2007): 229–41. http://dx.doi.org/10.1080/14703290701486506.

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