Non-academic support services and university student experiences: adopting an organizational theory perspective

Dominguez-Whitehead, Yasmine

doi:10.1080/03075079.2017.1287168

Cited by 10 publications

(8 citation statements)

References 32 publications

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“…They were able to recall and describe these experiences. Activities that bring about personal development add value to the students' overall experiences and the more engaging these activities are, the more the students remember [19]. Such is indicated in Extracts BS2 and BS38.…”

Section: A Experiential Learning Categorymentioning

confidence: 99%

Students’ learning experiences in the Communication Program from a university in the Philippines

Gador

Mangompit

Magno

2022

IJERE

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<p><span lang="EN-US">This study analyzed the students’ learning experiences in the Communication Program from a university in the Philippines. A descriptive method was used in analyzing the data gathered from the researcher-made questionnaires and exit interviews of the perceived fourth year student-respondents. Using categories of students’ learning experiences, findings revealed that experiential learning and social climate contribute mostly to their best and worst experiences in the university. Furthermore, aside from problem solving and application of theories into practice, quality of lectures, and discussion, three themes surfaced particularly related to the self, faculty, and university. As learners are encouraged to actively participate in the teaching-learning process and continue to make sense of their identity in a learning environment, the higher education institutions also have equal responsibilities of providing conditions that are conducive to achieving target learning outcomes. Such conditions comprise the schools’ facilities and information technology infrastructure, and carefully designed instructional packages including quality instructional materials and competent teachers. This study provides recommendations in redesigning the Communication Program based on the students' learning experiences.</span></p>

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Section: A Experiential Learning Categorymentioning

confidence: 99%

Students’ learning experiences in the Communication Program from a university in the Philippines

Gador

Mangompit

Magno

2022

IJERE

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“…Investigating the relationship between students' experiences with nonacademic services can offer alternatives for rectifying problems and concerns related to nonacademic service provision, improving students' experiences and wellbeing [82].…”

Section: Rq1: What Is (Undegraduate) Sx?mentioning

confidence: 99%

Student eXperience: A Systematic Literature Review

2021

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Students’ experiences have been covered by a large number of studies in different areas. Even so, the concept of student experience (SX) is diffuse, as it does not have a widely accepted meaning and is often shaped to the specific purposes of each study. Understanding this concept allows educational institutions to better address the needs of students. For this reason, we conducted a systematic literature review addressing the concept of SX in higher education, specifically aiming at undergraduate students. In this work, we approach the concept of SX from the perspective of customer experience (CX), based on the premise that students are users of higher education institutions’ products, systems and/or services. We reviewed articles published between 2011 and 2021, indexed in five databases (Scopus, Web of Sciences, ACM digital, IEEE Xplore and Science Direct), trying to address research questions concerning: (1) the SX definition; (2) dimensions, attributes and factors that influence SX; and (3) methods used to evaluate the SX. We selected 65 articles and analyzed various SX definitions, as well as scales and surveys to evaluate SX, mainly relating to satisfaction and quality in higher education. We propose a holistic definition of SX and recommend ways to achieve its better analysis.

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“…Targeted student support services can have a positive impact on motivation to study, academic achievement (Wibrowski, Matthews, & Kitsantas, 2016) and retention (Bunn, 2004). More broadly, student support services have been found to have a direct relationship to the ways in which students experience university (Dominguez-Whitehead, 2017;Lee, Srinivasan, Trail, Lewis, & Lopez, 2011). This is the case for both oncampus and distance education students, with support seen, particularly, as critical for retention rates amongst off-campus students (Bunn, 2004).…”

Section: Learning Support Influencesmentioning

confidence: 99%

“…Our data indicates that this is a view shared by students and that perceptions about support services influences their decision-making at the point of enrolment. From an institutional point of view, this highlights the need to develop resilient support services (Dominguez-Whitehead, 2017;Stephens et al, 2014), as well as the importance of providing early clarity in communicating their availability to students and transparent pathways towards their access (Chenoweth, Ushida, & Murday, 2006;Lee et al, 2011).…”

Section: Learning and Supportmentioning

confidence: 99%

On-campus, distance or online? Influences on student decision-making about study modes at university

Bailey

Gosper

Ware

et al. 2018

AJET

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This article examines the choices students make when deciding the mode of study they will enrol in for university. It expands on previous work in the field by surveying 744 Faculty of Arts students at an Australian university who had the choice of enrolling in one of three study modes: on-campus, distance or purely online. Influences on enrolment mode were categorised into six factors: personal, logistics, teaching and learning, learning support, environment, and advice and marketing. Significant differences in influence were found between the three cohorts of students, while the teaching and learning and logistics factors were found to be the most influential for all cohorts. The findings of this research offer administrators, learning and teaching support staff, and academics important information that can be used to tailor the delivery of teaching and services to the varying needs of different cohorts.

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Non-academic support services and university student experiences: adopting an organizational theory perspective

Cited by 10 publications

References 32 publications

Students’ learning experiences in the Communication Program from a university in the Philippines

Students’ learning experiences in the Communication Program from a university in the Philippines

Student eXperience: A Systematic Literature Review

On-campus, distance or online? Influences on student decision-making about study modes at university

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