Outreach and support for Australian university students with learning disabilities

Abstract

Although students with learning disabilities (LD) are increasing in Australian universities (Smith, Carroll, & Elkins, 1999), limited data is available about this group and the services available to them. This paper reports the results of a 1996 survey of university outreach, transition and orientation programs to attract potential students with LD and assist them in adjusting to higher education study. The availability of generic and specialist support services and accommodations was also investigated.

Universities promote awareness of disability support services widely in outreach to prospective students and at application and/or enrolment, although students with LD are seldom specifically targeted. Formal programs to assist students from equity groups or students with disabilities to consider tertiary study are most frequently directed at high school students; only one quarter of the universities had outreach programs which might include adults with LD. Most universities offer a comprehensive range of support to students with LD through both generic and disability services. Approaches to the documentation of diagnostic assessment and the establishment of need for accommodation are however variable, and raise issues of equity which are of concern to disability support staff.     

Support services for higher degree research students: a survey of three Australian universities

A survey was conducted across three Australian universities to identify the types and format of support services available for higher degree research (HDR, or MA and Ph.D.) students. The services were classified with regards to availability, location and accessibility. A comparative tool was developed to help institutions categorise their services in terms of academic, administrative, social and settlement, language and miscellaneous (other) supports. All three universities showed similarities in the type of academic support services offered, while differing in social and settlement and language support services in terms of the location and the level of accessibility of these services. The study also examined the specific support services available for culturally and linguistically diverse (CALD) students. The three universities differed in their emphases in catering to CALD needs, with their allocation of resources reflecting these differences. The organisation of these services within the universities was further assessed to determine possible factors that may influence the effective delivery of these services, by considering HDR and CALD student specific issues. The findings and tools developed by this study may be useful to HDR supervisors and university administrators in identifying key support services to better improve outcomes for the HDR students and universities.     

Developing academic literacy through a decentralised model of English language provision

ABSTRACT

Students entering English-medium universities frequently struggle to cope with the language demands of their degree programmes, despite having met the English language entry conditions stipulated by their receiving institutions. This can have significant repercussions for the teaching-learning process, for the student experience and for universities’ reputations. Most universities, therefore, have in place some form of in-sessional English language support to develop students’ language proficiency. Such provision tends to be centralised and to offer English for general academic purposes rather than language development that responds in a more nuanced way to the particular literacy needs of students’ disciplines. In this article we report on an alternative, decentralised model of language support, implemented in a School of Nursing and Midwifery, and which seeks to develop students’ competency in the language skills required for their Nursing studies and professional practice. Results to date have been encouraging and provide further evidence that such tailored provision offers a potentially fruitful language development strategy.     

应用型本科高校实验室开放与学生创新能力培养的探索

多种模式开放实验室是高校培养学生创新能力的重要途径,本文阐述了应用型本科高校多种模式开放实验室与学生技术应用能力和创新能力培养的关系,多种模式开放实验室的实践、成效和政策支撑。     

University students with learning disabilities: Results of a national survey

Abstract

Despite increasing attention to disadvantaged students in Australian universities, data on students with disabilities is sparse. This paper reports the results of a 1996 national survey on students with learning disabilities (LD) in Australian universities. The data collected from disability support staff indicate that in 1996 they supported approximately 1000 students with LD: this group of students comprised 12% of all supported students with disabilities. The gender ratio of supported students with LD did not differ significantly from that of all university students, but the supported students with LD were more likely to be studying part‐time, less likely to be studying for a higher degree, and less likely to be aged under 20 years.     

When empathy hurts: Modelling university students’ word of mouth behaviour in public vs. private universities in Syria

This study examines and compares word of mouth (WOM) behaviour among university students in Syria. To date, little is known about this important phenomenon which is surprising given the deregulated education market in Syria that allows for private universities to compete for students alongside public universities. Using a mixed methods research design and structural equation modelling, our results show faculty individualised attention and student satisfaction were found to be positively related to university image. Further, student satisfaction and university image were found to be direct sources of students’ positive WOM behaviour. We found a moderating effect of university ownership type on university image. Interestingly, we identified six themes showing how support staff empathy could be seen as a source of low student satisfaction. These were defined as deception/credibility/soft‐soapers/suspiciousness: when support staff coax something out of students; confusion/role conflict: resulting from the diverse roles played by support staff while interacting with students; unfairness: when a student notices discrimination in the level of empathy between their peers; privacy: when support staff empathy can be perceived as a kind of intrusion; self‐congratulatory: when a support staff member shows off or praises their empathy; and support staff/student ratio: when this ratio is seen to be small, the empathy effect reverses.     

社会支持对大学生利他行为的影响:自我效能感的中介作用

为探究社会支持、自我效能感和大学生利他行为的关系,采用社会支持评定量表、一般自我效能感量表、大学生利他行为量表对10所高校的1995名大学生进行调查.结果 显示:(1)大学生利他行为低于理论中值,自我效能感高于理论中值,获得社会支持比较高;(2)社会支持、自我效能感和大学生利他行为之间均呈现显著正相关;(3)自我效能感...     

增强大学生先进典型亲和力的路径研究

选树大学生先进典型需要增强大学生先进典型的亲和力,让先进典型深入人心。通过对大学生先进典型亲和力的分析,与大学生心灵相通、情感共振,才能更好地吸引人、打动人,使先进典型具有生命力。在亲和力的感染下使大学生乐意模仿、见贤思齐,促进个体全面发展和群体发展,实现其价值功能。     

中外合作大学招生制度特色研究

中外合作大学即独立法人资格中外合作办学机构,拥有较大的办学自主权。其招生制度与国内普通高等院校相比有着很大的区别和鲜明的特点。学生报考前与高校之间相互了解较深,招生过程中学校注重对学生综合评价,学生入学后转专业相对灵活,并且重视学生英语能力。其中很多特色对当前我国普通高校招生制度有很大的启示意义。     

中外合作大学招生制度特色研究

中外合作大学即独立法人资格中外合作办学机构,拥有较大的办学自主权。其招生制度与国内普通高等院校相比有着很大的区别和鲜明的特点。学生报考前与高校之间相互了解较深,招生过程中学校注重对学生的综合评价,学生入学后转专业相对灵活,且重视学生的英语能力,这些特色对当前我国普通高校招生制度改革有一定启示意义。     

Simultaneous Delivery of a Face-to-Face Course to On-Campus and Remote Off-Campus Students

The purpose of this case study was to determine the feasibility of delivering a course on-campus and in real time, simultaneously transmitting it to students who were remotely accessing the same course. In future years, it is anticipated that universities will have inadequate physical facilities to meet the demands of an increasing student population. Additionally, with warnings of impending pandemics, universities need to be prepared to deliver courses in alternative ways to ensure continuity of instruction. Thus, this pilot project was designed to deliver a course to a large section of students while also allowing off-campus students access to the course in real time. The planning and delivery of the course is described, including the technology used, the support provided by the university and technology support staff, the course that was used for the pilot project, and how students were selected to participate as the off-campus students. The perspectives of the instructor, teaching assistant, students (both on- and off-campus), and technology support personnel are summarized.     

高校学生发展影响因素的探索性研究

本文利用"中国大学生就读经验"问卷调查数据,采用多层线性模型的方法探讨了学校因素和学生因素对大学生发展的影响路径,得出三个结论:(1)大学生的通识能力、科技能力、实践能力和社会性发展以及大学学习总成就存在着显著的群体差异(如性别、专业和父母学历等)。(2)如果不考虑学校环境变量,大学生在校期间在图书馆、课堂学习、生师互动、同伴交往等方面的学习参与对他们的发展基本上具有正向的显著影响,而且它们是影响大学生学习成就与发展的主要因素。(3)学校环境对大学生发展的影响并非无足轻重,它一般通过学生个体层面的变量对学生发展产生积极的或负向的影响。从这些结论得出三点启示:(1)高校的教育行为和教育资源应更多地投放到那些能够促进学生在校期间的学习参与有关的活动、课程、项目和办学条件上。(2)高校在设计校园学习环境时,应该了解不同导向的环境通过大学生学习参与对其发展可能会产生的积极影响或消极影响。(3)从大学生变化与发展的角度考量高校人才培养质量,主要是要研究"学校培养"对"人才质量"的影响。尤其需要尽量排除大学生发展可能受到来自学校之外的因素的影响,探究学校教育对学生发展的"纯影响"。     

Distance Education in Bahrain: Situation and needs

In Bahrain, 36 international universities from 10 different countries provide distance education services through 21 local agencies to more than 800 students. Results from a survey suggest that the majority of the distance education students are working, married, of middle income class, and studying for a Bachelor's degree. The students find the distance education option attractive because: (1) there are a limited number of places in the conventional Bahrainian universities and on particular courses, and limited scholarships and financial support available for conventional students; (2) the distance system is more open and flexible in respect of their regulatory requirements; and (3) the students find it caters better for those with poor secondary school scores, low income, family and job responsibilities.     

The experiences and outcomes of domestic and international students at four Canadian universities

Most studies of international students have focused on their adaptation to host societies. By way of contrast, this article deals with the academic and social experiences of international and domestic students in four Canadian universities and, consistent with the ‘college impact model’, examines the relationship between experiences and objectively measured and self‐assessed outcomes. In general, it is found that international students are as involved in campus activities as domestic students; however, they lack particularly the academic support enjoyed by domestic students. Moreover, the scores of international students on both objectively measured and self‐assessed outcomes are lower than those of domestic students. Regression analyses reveal that the amounts of variance in outcomes explained by variables in the college impact model are lower for international than for domestic students. For both groups of students, however, academic experiences explain more of the variance in self‐assessed than in objectively measured outcomes. In addition to variables in the college impact model, value is added to various outcomes by mere attendance at particular universities.     

International students in the higher education classroom: initial findings from staff at two post‐92 universities in the UK

A significant body of work has emerged over the last 10 years investigating the experiences of international university students. These studies have covered various challenges faced by some groups of international students relating to culture, language and integration and have been prompted by the increase in international students studying in the UK, Australia and New Zealand. A smaller strand of research has also begun to focus on the experiences, perspectives and reactions of academic staff who have seen the composition of their cohorts change substantially over recent years in terms of numbers of international participants. This article reviews relevant literature in this field, reporting on a questionnaire study based at two UK post‐92 universities. Respondents associated a range of traits with international students and suggested that the increasing number of international students enhanced the environment, but also required a higher level of support. This study also found that staff resorted to informal methods when developing means of adapting their practices to the increasing number of international students, preferring discussion with colleagues and students themselves to formal development programmes or advice from specialist departments such as student support. The article concludes that in order to encourage diversity in a meaningful way, universities need to recognise the challenge of increased numbers of international students and support staff accordingly.     

女性博士研究生的性别压力及其疏解——基于质性研究的发现

为探讨女性博士研究生群体的压力状况及疏解途径,本研究对来自于8所高校的13名女性博士研究生进行了深度访谈。基于对访谈资料的分析发现,女性博士研究生的性别压力可分成三大核心类属,即学习与工作压力、情感与家庭压力、人际与沟通压力。这些压力受到内在自我调节能力、外在社会支持系统以及年龄等因素的影响。为了疏解女性博士研究生的这些压力,可以从提升自我调节能力、建立社会支持体系、提供专业心理支持、营造积极社会氛围等方面综合施策。     

Religion as a Support Factor for Women of Color Pursuing Science Degrees: Implications for Science Teacher Educators

This study explores the influence of religion as a support factor for a group of Latina and African-American women majoring in science. The current project is a part of a larger study that investigated persistence factors of underrepresented woman who were enrolled as science majors at United States colleges and universities. This paper focuses on one theme that emerged among six participants who disclosed how religion was a significant influence on their persistence in science fields. The strength and support offered by religious values is certainly not specific to science content; however, the support received from their beliefs highlights a potential area for further exploration. Given the importance of increasing participation by students from diverse backgrounds into science fields, it is critical to recognize how some of these differences may be the key factors influencing the way these students look at the world. This study offers evidence that science educators need to consider what role religious beliefs have for students who may be considering science or science education as a future career, particularly for those students from underrepresented groups.     

基于就业能力的大学生心理资本开发

当前,大学生就业能力不足是影响其顺利就业的一个主要障碍,而就业能力不足与心理资本的欠缺密切相关。研究表明,在缺乏自我效能感、希望、乐观和坚韧等积极心理品质的情况下,大学生的择业、求职、就业均会受到消极影响。为了开发大学生的心理资本,高校应构建基于"全人教育"的校园环境,提高大学生的社会支持水平,帮助大学生设立有效目标,丰富大学生的经历和体验。     

Not quite university people? Academics teaching on foundation studies programmes in New Zealand universities

ABSTRACT

In the current neoliberal environment in higher education, universities are viewed as a valuable source of income. To generate this income, universities need to attract students, and in order to do so, they need to perform well in global ranking tables. These tables are influenced to a large extent by staff research and postgraduate teaching. Foundation studies programmes (FS) do not usually have a great deal to offer in these categories and this places staff teaching on these programmes in a difficult position. This article explores the perceptions of staff teaching on FS programmes in New Zealand universities, drawing on data from semi-structured interviews with 22 lecturers from four universities. Although lip service is paid in higher education circles to the importance of widening access to university education for traditionally marginalised groups, it appears that staff teaching on FS programmes do not, on the whole, receive acknowledgement, support or reward for the work that they do. Despite their marginalised status, these lecturers are committed to helping second chance learners. However, their ability to make a positive impact on these students’ lives is limited by their lowly status in the university sector. This article discusses the insights of FS staff and considers the implications of their positioning in the university sector. It offers some suggestions as to how, in a small way, universities could address the difficulties these academics face in their attempts to widen university access.     

Institutional Level Student Engagement and Organisational Cultures

Driven by the growing presence of market forces within higher education worldwide, universities are changing the way they engage with students. This article explores how a university's internal culture relates to engagement with students and their views. It builds on wider research into student engagement and organisational cultures. The organisational cultures of two universities are mapped against a typology developed by McNay, which was extended by the author to include aspects of institutional engagement with students. It appears that corporate and bureaucratic institutional cultures that may respond well to external pressures on institutions (regulation, performance indicators, audits and policy pressure) are not conducive to engagement with student opinion. The stronger preference of students remains a collegial, partnership‐based approach for enhancement of the student experience. This study will be of interest to institutional managers, student (union) leaders, academics and practitioners who seek to improve the student experience through effective engagement with student views.