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Wolverhampton Intellectual Repository and E-Theses > Institute for Learning Enhancement (formerly CELT) > Institute for Learning Enhancement (ILE) > What do we mean by student support? Staff and students’ perspectives of the provision and effectiveness of support for students

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/7596
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Title: What do we mean by student support? Staff and students’ perspectives of the provision and effectiveness of support for students
Authors: Dhillon, Jaswinder
McGowan, Mhairi
Wang, Hong
Citation: CELT Learning and Teaching Projects 2005/2006
Publisher: University of Wolverhampton
Issue Date: 2006
URI: http://hdl.handle.net/2436/7596
Additional Links: http://www.wlv.ac.uk/celt
Abstract: The aim of this small-scale study is to explore the effectiveness of the support available to students registered for programmes of study in the School of Education. This includes the provision of university-wide student support and guidance services as well as the more localised study skills and academic and personal support provided by personal tutors. The perceptions of both staff and students were sampled through questionnaires and interviews. This paper presents a review of literature on the provision of student support for the increasingly diverse body of students in higher education and some preliminary findings from our survey of current students. The literature and findings from our investigation indicate discrepancies between the officially declared provision of student support services and the accessibility and use of these services in practice. There is ambiguity around the role of the personal tutor and inconsistency of practice in the level of support provided by ‘personal tutors’ which suggest that a review of the personal tutor role is needed. Student responses to our questionnaire also indicate that drop-in study skills provision in useful and being used but that other student support services, such as careers and counselling services are rarely used by students from the School of Education. This is mainly due to accessibility of these services and the lack of provision on the Walsall campus. The other major theme in the data is the process of induction to the University which students regard as being too intensive an ‘event’ and inappropriate for getting to know about support services.
Type: Article
Language: en
Description: This article was first published in the Wolverhampton Intellectual Repository and E-Theses (WIRE). There is no printed version.
Keywords: Students
Undergraduate students
Study skills
Retention
Higher education
Supportive learning environments
Appears in Collections: Institute for Learning Enhancement (ILE)
Learning and Teaching in Higher Education

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