ERIC Number: ED368297
Record Type: RIE
Publication Date: 1993-Sep
Reference Count: N/A
Academic Support for Non-Traditional Students. Centre for the Study of Higher Education Research Working Papers, 93.7.
Recent changes to the student profile in higher education and calls for improved graduation rates and better quality graduates have caused consternation among academics. Greater access to higher education by non-traditional groups is supported both ideologically and pragmatically. However, the disparate needs of such a student population has led to concern about the capacities of institutions and individual staff and students to meet the simultaneous calls for accountability. This paper argues for student support centers to assist transition to, and progress through, a course of study. A pedagogical stance appropriate for underpinning the operations of such a center is suggested, and the practical implications of the pedagogy are considered. Two propositions are discussed. First, initiatives which have led to the expansion of the student profile in higher education should be complemented by the provision of appropriate programs which assist students to meet the demands of study at the higher education level. Second, the approaches used by student support centers are critical for non-traditional students in linking educational access to academic success. Developing a cogent pedagogy to underpin the operations of these centers is essential, or else the services provided are likely to be ad hoc and consequently, much less efficient and effective. Contains 51 references. (Author/GLR)
Descriptors: Academic Achievement, Academic Persistence, Academic Standards, Access to Education, Ancillary School Services, College Students, Educational Quality, Educational Trends, Equal Education, Foreign Countries, Higher Education, Minority Groups, Nontraditional Students, School Holding Power, Student Needs, Student School Relationship, Undergraduate Study
Department Secretary, Centre for the Study of Higher Education, University of Melbourne, Parkville, Victoria 3052 Australia ($10 Australian).
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Authoring Institution: Melbourne Univ. (Australia). Centre for the Study of Higher Education.
Identifiers: Australia; Diversity (Student)
Note: Paper prepared in the Centre for the Study of Higher Education's Master of Education course "Higher Education Institutions and Their Functions." For related documents, see HE 027 308-318.