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dc.contributor.authorDhillon, Jaswinder
dc.contributor.authorMcGowan, Mhairi
dc.contributor.authorWang, Hong
dc.date.accessioned2007-01-17T15:20:00Z
dc.date.available2007-01-17T15:20:00Z
dc.date.issued2006
dc.date.submitted2007-01-17
dc.identifier.citationCELT Learning and Teaching Projects 2005/2006
dc.identifier.urihttp://hdl.handle.net/2436/7596
dc.descriptionThis article was first published in the Wolverhampton Intellectual Repository and E-Theses (WIRE). There is no printed version.
dc.description.abstractThe 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.
dc.format.extent60976 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Wolverhampton
dc.relation.urlhttp://www.wlv.ac.uk/celt
dc.subjectHigher education
dc.subjectSupportive learning environments
dc.subjectStudents
dc.subjectUndergraduate students
dc.subjectStudy skills
dc.subjectRetention
dc.titleWhat do we mean by student support? Staff and students’ perspectives of the provision and effectiveness of support for students
dc.typeJournal article
refterms.dateFOA2018-08-20T13:42:34Z
html.description.abstractThe 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.


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