Increasing accessibility to academic support in higher education for diverse student cohorts

Bornschlegl, Madeleine, and Caltabiano, Nerina Jane (2022) Increasing accessibility to academic support in higher education for diverse student cohorts. Teaching & Learning Inquiry, 10.

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Abstract

Academic support at Australian universities has become an important aspect of higher education, as student cohorts continue to diversify, and universities need to ensure the students’ success and the institutions’ reputations. Often, students in need do not access academic support services and little is known about what influences students’ decisions to seek academic support. This small-scale qualitative study aims to clarify why students (do not) engage in support and what could be changed to make services more accessible and engaging. Semi-structured interviews revealed that the promotion of services needs to be improved and public stigma about seeking academic help should be addressed to normalise accessing academic support services at university. A high standard of ease of use and the opportunity to participate in support in various modes (e.g. online, face-to-face, peer learning, individual learning) contribute to the helpfulness and the overall positive perception of academic support services.

Item ID: 73299
Item Type: Article (Research - C1)
ISSN: 2167-4787
Keywords: academic help seeking, diverse student cohorts, widening participation, higher education
Copyright Information: Copyright for the content of articles published in Teaching & Learning Inquiry resides with the authors, and copyright for the publication layout resides with the journal. These copyright holders have agreed that this article should be available on open access under a Creative Commons Attribution License 4.0 International (https://creativecommons.org/licenses/by-nc/4.0/). The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited, and to cite Teaching & Learning Inquiry as the original place of publication. Readers are free to share these materials—as long as appropriate credit is given, a link to the license is provided, and any changes are indicated.
Date Deposited: 30 Mar 2022 09:13
FoR Codes: 39 EDUCATION > 3903 Education systems > 390303 Higher education @ 50%
52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology @ 50%
SEO Codes: 16 EDUCATION AND TRAINING > 1601 Learner and learning > 160102 Higher education @ 50%
28 EXPANDING KNOWLEDGE > 2801 Expanding knowledge > 280121 Expanding knowledge in psychology @ 50%
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