student support

The UK is not alone in adopting a residency requirement for publicly fund student support; most countries including nearly all EU counties have adopted some type of for residency requirement for home fee classification and international students are charged higher fees. The three year residency requirement as stated is set out in legislation so the Student Loans Company (SLC) has no discretion in this area - they must apply the law as it stands. Universities have some discretion in the area of tuition fees and they may choose to charge a student who would otherwise have been considered as an overseas student as a home student – possibly for instance if they miss the three year residency by a very small amount of time - however this would not necessarily help some students as under these circumstances the SLC would still not be able to provide the student with a fee loan or any other form of student support.

The Vice-Chancellor of Ulster University, Professor Richard Barnett, stated that: 19 Many of the people that we will end up not being able to offer places to will end up going to England where they will have to pay £9,000 in fees, but the ridiculous thing is that the government here will pay for student support. So what we will actually be doing is, the money that is coming from London will end up being sent straight back in the form of student support.

SEPT, Vol. I, ISSUE-II www.srjis.com Page 107 student population to learn easily and successfully without commensurate increase in staffing costs. Thus, with a view to provide quality education to the distance learners, it is suggested to design an updated web system for Student Support Services in the ODL institutions The way of traditional education became expanded to manage more and more students. To do so, distance learning was developed and in time, more and more improved, by using new technologies. However, it is found that in most of the ODLIs in India such a web system either does not exist at all or does not cover all the major features required for providing proper Student Support Services. An appropriate web-based Student Support System is thus crucial to be established in ODL Institutions of our country.

In order to support students in becoming mobile, the Dutch government introduced portable student support in 2007. Enabling student mobility, something very much in line with the ideas of the European Commission, was only possible if a requirement would be introduced to prevent unintended use of student support: the residence requirement. This condition prevents unintended use of portable student support by mainly two groups: migrated worker-students who stay less than 3 years in the Netherlands and want to use student support for studying outside the EU, and children of migrated workers who live and study in their home countries. Allowing those groups to use Dutch portable student support would bring along unreasonable high costs. Stimulated by the 2005 ruling on the case Bidar (C 209-03), the Dutch government introduced the residence requirement in order to overcome this problem. In the Bidar ruling, the ECJ decided that a minimum of 3 years residency is accepted as a requirement for the eligibility for student support, knowing that such a condition is more difficult to meet for non-nationals. This idea was even strengthened when the ECJ decided on the 2007 Förster case (C 158-07), where it was allowed for a certain measurement of integration (in that case 5 years). The Netherlands argue further that they used the example of the Danish/ Swedish system: In Denmark a two-out-of-10 and in Sweden a 2- out-of-5 requirement are in use. All in all, the Dutch government is aware of the fact that the new requirement is limiting, even though fully equal to nationals and non-nationals, but regards it as a necessary condition in order to enable the introduction of portable student support. It also stresses the fact that the ECJ allowed for similar criteria in earlier cases.

Similar results were found by Van der Klaauw (2002) who analysed East Coast College’s aid program and its impact on students’ enrolment decisions. He found that elasticity of college enrolment with respect to program aid was equal to 0.86 for those that were eligible to apply for federal student aid programs. In other words, if the level of grant aid increased by 10%, the enrolment rate amongst those students that were eligible for the financial assistance would be expected to increase by 8.6%. In addition, for those students that were not eligible for financial aid, the elasticity was found to be equal to 0.13, implying that a 10% increase in the level of financial aid made available also increased their probability of enrolling. Clearly, this result is driven by the fact that the enrolment rate of those students eligible for the financial aid is significantly more sensitive that for those students not eligible for assistance. Similarly, Linsenmeier (2006) analysed the change in student support system at the Northeastern University (NEU) in 1998. The change in the university’s financial aid program involved replacement of loans by grants for students from low-income backgrounds 18 . They found that program reform increased the likelihood of participation in higher education among students from disadvantaged backgrounds by 3 percentage points, however the effect was found to be statistically insignificant. The effect among low-income minority students was found to be statistically significant and amounted to an 8 to 10 percentage point increase in the likelihood of participation. Assuming the mid-point of these estimates in relation to the actual value of the loan, the analysis implies that for students from disadvantaged

Giving advice to individual constituents on eligibility for student support can therefore be difficult as much depends on receiving accurate information about an individual’s circumstances. Funding bodies use complicated calculations to arrive at final figures for individual student support amounts; I suggest therefore that it is wise to keep advice on student support to an overview of what is available and on eligibility requirements.

Published research linking research student support and the learning experience is still scarce (Leonard, 2006; QAA, 2011). Indeed, Leonard (2006) sets the scene very clearly when she writes that ‘research is lacking on student support, with the exception of academic literacy support’. To investigate this assertion, a count of the number of articles published in the journal ‘Studies in Higher Education’ reveals that only nine articles were dedicated to postgraduate research studies between 2004 and 2011 1 . The years 2009 and

A child’s personality is shaped and sharpened at school where the students get connected to the world of knowledge and hence it becomes important for the teachers to satisfy the students’ needs by playing diverse roles. The teachers caters to individualizing instruction by applying learning theories and principles to instruction so as to enable each and every child to realize one’s fullest potentials, thereby engaging him in active learning. This study analyzed the Learning Achievement through student support and progression among 85 teacher trainees. The objective of the study was to celebrate learning achievement among the teacher trainees. The hypotheses of the study were tested using statistical techniques. The findings of the study revealed the positive impact of learning achievement through different student support methods. The student support methods used in this survey were: (i) Tutorials (ii) Study Circle (iii) Peer Tutoring (iv) Mobile device Learning (v) Extended Remediation. The findings of the paper highlighted that all the student support methods used in the study were of immense help to the teacher trainees towards learning achievement and better understanding of the concepts.

loans system in place, next to means-tested grants for undergraduate students or tax relief and child allowances for their parents. Some have done so only recently (Bulgaria, Hungary, Poland, Portugal, Slovenia), while some others still lack such a system. Overall, countries face the challenge of shaping cost sharing and student support arrangements which do not harm participation by the most disadvantaged groups. This is done in the light of outcomes from studies done in Europe showing that higher socioeconomic status (SES) students, as measured by the education of their parents, have a much better chance of entering higher education.

(Bronfenbrenner, 1977; Bronfenbrenner, 1979). Bronfenbrenner describes the environment in which a person develops as a series of interdependent nested systems. The innermost system, the microsystem is a complex of relationships between the developing person, in this study the student, and their immediate environment, including the family and school. The surrounding layer, the mesosystem includes the interrelationships between the elements of the microsystem such as family school partnerships. The next layer, the mesosystem is an extension of the microsystem and contains other specific social systems such as the parental work place, in this study a war zone, and the mass media. The mesosystem does not contain the student but has the potential to impact on their family environment and relationships at school. The mesosystem is represented in figure 2 as the relationship developed between the school and family that sits outside the microsystem, between the school microsystem and the family microsystem, both of which support the student.

certain conditions apply. The student must fall within regulation 21 or 22 and have been notified in writing that he or she qualifies for support in respect of an academic year of a course having provided complete and accurate information in relation to all courses undertaken and qualifications held.

Personal guidance and counseling can help community college students confront academic as well as nonacademic challenges. Although most institutions offer these services, students may be reluctant or unable –due to time constraints – to take the initiative and seek out assistance on their own. In a review of the literature on the impact of counseling on student retention, it was found that counseling increases the retention of students with high risk factors for dropping out. 21 The structure and offerings of personal guidance and counseling services vary from campus to campus. In some cases, students are offered individual or group sessions with licensed, professional counselors. In other cases, faculty members may serve as counselors or mentors to help students address personal concerns. The faculty ‐ student interactions are often more informal than the professional counseling services. 22

implemented. If the conditions of SSS had been changed (e.g., by requiring a certain level of participation), the nature of the SSS program might be have been so radically changed that the study results might no longer be applicable toward estimating the effects of SSS. For example, it is possible that students select the type and amount of services they receive based on their perceptions of the effectiveness of the services (e.g., by discontinuing contacts if a service does not seem to be helpful), and that students vary in terms of which service is most effective (e.g., based on differences in learning style or academic skills and background). Forcing all students to receive uniform experiences might not only be difficult to implement (because of student resistance) but might obscure the effects of SSS. One difficulty is that students may not be as likely to benefit from a service if their attendance is forced, and another is that if students do differ in terms of which services will be most helpful, denying the possibility of self-selection may water down the estimated effect of each service by including students who are less able to benefit. Whatever the findings, it would be difficult to extrapolate those findings to SSS programs as they are actually implemented, when students can determine for themselves the amounts and types of services that they receive. The actual effect might be either higher (because of students’ self-selection into those services that are most helpful) or lower (because of lower participation levels) than those observed under controlled conditions.

The final dynamic that helps explain the rise of cost-sharing is the failure of cost-side solutions alone to solve the problems of ‘diverging trajectories of costs and available public revenues’ (Johnstone and Marcucci 2010: 44). Examples of cost-side solutions include reductions in the academic workforce, their working hours, and wages; replacing expensive staff with cheaper junior or casualized, part-time staff; increasing teaching loads; raising staff–student ratios; expenditure cuts on libraries, equipment, and other facilities; and deferring costly buildings maintenance. The list is endless. More radical solutions include greater sector differentiation, mergers, and new forms of provision such as online degrees. In the long term, such cost-cutting measures may not lead to greater efficiencies, are likely to have negative impacts on the quality of provision and to change the nature of the HEIs, rendering them less attractive to staff and students. Most significantly, the gap between the ever-increasing costs of HE and available revenues is just too wide to close by expenditure cuts. Hence the need for additional, non-government sources of income to supplement insufficient, and often declining, government funds.

The mission of the Financial Aid Department is to assist students with the financial aid application process and to promote access to information about financial aid.. Department Goals [r]

responsible manner, the educational experience at Florida Gateway College, by providing all course materials and related resources necessary for the students, faculty and staff. Revenue funds generated from the college bookstore support and benefit the college in that it helps to provide scholarships for college employees and retirees and also used for promotional and public relations of the college. Additionally, the college bookstore helps to promote the college name and image beyond the confines of the college campus by providing a wide variety of high quality college insignia merchandise for all interested college bookstore customers including college alumni and the local community.

The administrators and department managers of Student Services identified six major Goals to focus on during the five year period. The overarching goals for Student Services encompass the work of the departments within the division. The goals were developed to address the critical challenges facing Mission students in the pursuit of their academic goals.

orded in the form of numerical data (Levin 1991; Runyon 1976). Numbers have a variable nature, meaning that quantities vary according to certain factors. For example: when analysing student assessment grades, the scores will vary based on numerous reasons such as student subject knowledge, writing ability and so -on. In statistics these reasons are referred to as variables. Variables are divided into three basic categories: Nominal varia- bles, Ordinal variables and Inter- val variables.

thinking and reasoning skills and combined with narration and dialogue, bridge the gap between the theoretical ideals and the realities of the practice context. Enthusiastic educators who are willing to provide a space for reflection, think creatively, explore various activities and commit themselves to innovative practices are, however, necessary to change teaching practices to reach optimal levels of reflection. It is therefore recommended that educators be prepared in various reflective activities and assisted in planning for such. The teaching and learning environment should be adjusted to accommodate these activities in terms of space, time, equipment and interactions. For an educator to teach through reflective activities their patterns of thinking about teaching strategies and student support should include their own practices of reflection and a will to improve practice.

In 1990-91 the sum of maintenance awards and maintenance loans expenditure was around £1.5 billion in current prices. Virtually all of this was expenditure on grants. Total expenditure continued to increase in real terms to the mid 1990s as the expansion in student numbers outweighed any savings from introducing loans. By 1997-98 it had started to fall but was still at around £1.7 billion in today’s prices. Just over one-quarter of this expenditure was on loans. The new student support arrangements from 1998 shifted the balance of expenditure and cut the real cost further. In 2001-02 maintenance spending was £0.9 billion (England only); 83% of which was loans. The re-introduction of grant meant that by 2006-07 expenditure on grants was the highest for seven years. Total expenditure at just over £1.1 billion was higher than the 2001-02 figure, but the gap was reduced due to the cut in the discount rate used to work out the resource cost of loans. There has been a major shift back in the balance of expenditure (due to higher grants and the lower cost of loans following the cut in the discount rate) with loans accounting for 56% of this total. 27 Provisional data for