Search results

The academic needs of postgraduate online distance students are often very diverse. Typically, the students will be over 35 years old and studying part-time, while juggling other commitments, such as family or employment. Therefore, providing academic support which is targeted and meets their needs is paramount for enhancing the student experience and ensuring that they have the best possible chance of succeeding at postgraduate level. The academic support can be positioned into three transitional stages: into, throughout, and exiting their studies. Typically, during the first stage (entering the university), the main concern for the student is around academic expectations and getting started. During the second stage (while studying), there will be a variety of academic needs, ranging from assignments to literacy skills. In the third stage (exiting the university), this will typically be related to employability or going onto further study. This chapter presents an academic transitions roadmap (ATR) that can be used by institutions, in order to provide targeted academic support that is aligned with the three stages. By implementing the ATR, there is the potential for enabling students to become more confident while on their academic journey, and ultimately, this contributes to enhancing the student experience.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

The purpose of this paper is to understand the role talent intermediaries can play in supporting the access and development of talent from forcibly displaced backgrounds.

The authors draw on a single case study design of UK charitable organisation, the Council for At-Risk Academics, to consider the global talent management of academics in exile.

This paper finds that specialised intermediaries can facilitate access to and the successful performance (individual and organisational) of refugee talent. Findings reveal a major shift in talent recruitment processes that are required in order for refugees to take up international work opportunities and highlight the importance of viewing individual potential, organisational support and opportunity access as a precursor for talent development and impact.

This paper shows that profession-specific intermediary support that fosters cross-sector partnerships, better addresses the talent development and workforce integration challenges of refugees.

Application of a multi-level relational framework shows the reasons for, and reality of forced displacement for academics in exile. Focusing on the academic sector demonstrates the importance of protecting both individuals and values at the heart of professions subject to persecution during war and unrest. In highlighting how refugee talent intermediaries can support individuals to breach the canvas ceiling and facilitate the global mobility of refugee talent, a contribution is made to existing debates in diversity, global talent management and migration studies.

This paper aims to explore student teachers’ views related to the online academic support e-tools used under the COVID-19 lockdown.

Mapping a pragmatic research approach, an explanatory mixed methods design was used for the study.

Empirical evidence revealed that student teachers were satisfied and experienced the academic support tools as being positively applied to their online learning. Furthermore, it is reported that student teachers preferred the discussion forum as the most appropriate academic support e-tool in the course under coronavirus (COVID-19) lockdown.

This exploratory pragmatic study extends the knowledge of the online academic support e-tools for an open distance e-learning (ODeL) context that was used under COVID-19 lockdown. This study provides additional evidence concerning a revised academic support frame for an ODeL online learning context. Research limitations: small sample size was used, and therefore caution must be applied, as the findings might not be transferable to a similar context. The current study has only examined a teacher education course and could not be generalised to similar conditions as those under COVID-19 lockdown. This exploratory research has raised many questions that require further investigation. More research is required to determine the efficacy of the academic support e-tools with regard to student learning in other online courses and contexts.

The student teachers that participated in this study were empowered to using the academic support e-tools to support them under COVID-19 lockdown. The discussion was mostly preferred academic supportive e-tool as an engaged, participatory and communicative platform for accelerated learning in the teaching methodology of economics course.

A noteworthy contribution was made in the design and testing of the reliability of methodological tools, which could be replicated in blended and ODeL contexts.

This study examines family and peer academic social supports as correlates of academic motivation and first-semester GPA.

Using a correlational design, 468 first-semester college students completed an online survey. Demographic characteristics, high school GPA and first-semester GPA were gathered from institutional data and linked to student survey responses.

Bivariate and multiple regression analyses revealed that family and peer academic social supports are predictive of academic motivation and first-semester GPA. The relationships identified were small- to medium-sized and of theoretical and substantive interest.

The main limitations of the study are the measures are self-reported and the study is correlational, the latter limiting the strength of causal inferences. However, the study provides further understanding of the importance of college students' family and peer social supports in relationship to academic motivation and achievement.

The research has practical implications for higher educators developing programs to improve family and peer social support. If future research establishes causal relationships, interventions to enhance family and peer academic supports may prove beneficial in promoting academic motivation. Further, encouraging families to broadly discuss academic topics may be ineffective in terms of academic self-efficacy and achievement for historically underrepresented students.

This study makes a unique contribution to the literature by establishing relationships between family and peer supports with academic motivation. Statistical interactions between family and peer supports and with demographic characteristics in predicting academic motivation were identified. If the interactions are replicable, the findings provide avenues for future correlational and intervention research.

First-generation students (FGS) experience numerous challenges during their studies because of their background attributes and lack of social capital required to navigate institutions of higher learning. The purpose of this study was to investigate the influence of perceived social support and a sense of belonging on academic persistence among FGS at a distance e-learning institution in South Africa.

A cross-sectional quantitative research approach was employed. The sample comprised 240 undergraduate students. While multiple linear regression analysis was used to assess the influence of perceived social support and sense of belonging on academic persistence, mediation analysis was used to test for the mediating effect of sense of belonging on the relationship between perceived social support and academic persistence.

The results revealed that while perceived family support, perceived friendship support and perceived support from others did not significantly predict academic persistence, a sense of belonging significantly predicted academic persistence. The results also demonstrated that a sense of belonging significantly mediated the relationship between perceived family support and academic persistence. Further, the sense of belonging significantly mediated the relationship between perceived support from others and academic persistence.

The results of the study imply that distance learning institutions should strengthen student support mechanisms and institute steps to create learning environments that engender belongingness to enable students to persist academically and reach their academic goals.

This study outlines practical strategies that distance learning institutions could use to enhance support and bolster belongingness among students to help them complete their studies.

There is a great deal of discussion involving Black male college athletes, particularly at Division I colleges and universities in revenue-generating sports. However, there is little discussion with regard to the unique role and complex challenges faced by Black male personnel who have the task of supporting student-athletes, especially athletes who are also Black males. The authors of the chapter extensively review the role of student-athlete academic support departments and the competencies needed to work in the profession. In addition, the chapter authors discuss how Black male identity can affect the Black male’s role in academic support positions.

The need to enhance student support is evident in higher education (HE) curricula. In addition to the complications created by the COVID-19 pandemic, the current strategies used in academia are criticised for their lack of appropriate student support in HE. The study focused on the themes under Section 4 of the National Student Survey (NSS): availability to contact tutors, receiving good advice and guidance and availability of good advice. The study aimed to provide recommendations for enhancing academic support by developing drivers that need implementation during course delivery.

A documental analysis and a qualitative survey were adopted for this study. A documental analysis of 334 mid-module reviews (MMRs) from levels three to six students in the built environment (BE) discipline. Critical themes identified from the MMRs were fed forward in developing a questionnaire for academics. A sample of 23 academics, including a Head of school, a Principal lecturer, Subject leads and Lecturers, participated in the questionnaire survey. Content analysis is adopted through questionnaire data to develop drivers to enhance academic support in BE. These drivers are then modelled by interpretive structural modelling (ISM) to identify their correlation to NSS Section 4 themes. A level partition analysis establishes how influential they are in enhancing academic support.

The study identified nine drivers, where two drivers were categorised as fundamental, two as significant, four as important, and one insignificant in enhancing academic support in HE. Module leaders’/tutors’ improving awareness and detailing how academic support is provided were identified as fundamental. Differentiating roles in giving advice and the importance of one-to-one meetings were identified as significant. A level partitioning diagram was developed from the nine drivers to illustrate how these drivers need to be implemented to promote the best practices in academic support in HE.

The identified drivers and their categories can be used to set prioritised guidelines for academics and other educational institutions to improve students’ overall satisfaction.

Novelty from the study will be the developed drivers and the level partitioning diagram to assist academics and academic institutions in successfully integrating academic support into HE curricula.

The purpose of this study is to examine how academic coaches, through academic student support, impact graduate student performance in a time-intensive online learning program for pursuing a master’s degree in leadership and human resource development in a research-intensive public university in the Southern USA.

The participants in this study were 435 graduate students enrolled in their online master’s degree program. Framed by the theory of transactional distance and by adopting a pre-experimental design and the analysis of variance (ANOVA) technique, the student performance in three courses was compared (principles of adult education, research methods and performance analysis) with academic coaches.

The findings indicate that the average score of students was higher when students received more feedback and comments from an academic coach than less feedback and comments in the performance analysis course. Students who had an academic coach in the adult education class performed better than those who did not have a coach. However, there was not a significant difference in academic performance based on the number of academic coaches (one versus three) in the research methods course.

This preliminary work may lead to a better understanding of how academic coaches can best support adult learners in their pursuits of online postsecondary education. This study would suggest implications for online instructors and institutions to enhance student success and retention in online learning activities by using academic coaching.

The purpose of this paper is to investigate the relationships between academic self-efficacy, study engagement and perceived lecturer support within a higher education setup.

A convenience sample of 376 respondents from a technical university in Ghana took part in the study by completing self-reported questionnaire. Data were analysed using descriptive statistics and partial least square-based structural equation modelling (PLS-SEM).

Findings suggest academic self-efficacy and perceived lecturer support are positive and significant predictors of study engagement. In addition, perceived lecturer support was a significant moderator between academic self-efficacy and study engagement.

This paper is one of the first to have tested a model including academic self-efficacy, study engagement and perceived lecturer support in a technical university setup from a developing country perspective.