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This volume Student Support Services: Exploring impact on student engagement, experience and learning, covers a wide and diverse range of higher education contexts to explore the current state and the future of student support services. The central focus for all the chapters is about what, why and how to achieve student success within an intricate and complex web of learning ecologies, often invisible to the naked eye but interconnected within and between each other. This has profound impacts on students, often characterised by an ongoing tension between students as learners and students as consumers. With over 40 chapters, the book is divided into two sections. Part 1 is a conceptual section, which explores a multitude of worldviews about the ways in which student support services have impacted and may impact on student engagement, experience and learning. This includes discussions about the tensions and opportunities that arise from the curricular, co-curricular, and extra-curricular conceptualisations of students support services. The discussions come from the vantage point of different ecologies within and between universities and student support services’ impacts, both intentional and accidental, on the development of students, their transformation as learners and as contributing members of the workforce. For example, this covers disruptive technologies and online approaches, university mission and purpose, worldviews and paradigms held by student support and services units, motivation, student retention, and sense of belonging. Part 2 is a practice-based section with reflections and case studies, again from a wide variety of different higher education contexts. This section dives into the how – approaches, solutions, processes – deployed by universities to respond to their identified and often contextualised student support and services challenges. This section provides a rich library of possible ideas that readers can reimagine to manage and/or solve their student support and services challenges and problems. In the context of widening participation agendas and an increasingly demand-driven higher education sector, combined with ever-tighter public funding streams and turbulent socio-political environments, the higher education sector has had to step up its game in attracting students and diversify its approaches and strategies. As part of recruitment strategies and marketing campaigns, it has become common to approach potential students as ‘customers’. Transaction as a form of two-way (beneficial) engagement has given way to transaction as an exchange for a service or a good focused on order, structure and risk aversion. This book explores whether this is a productive way of approaching it. At the same time, the impact of COVID-19 has drawn further attention to the challenges of creating a sense of community, sense of belonging, personal identity and engagement within the university environment, especially for those not habitually and constantly on-campus. The difficulty of commuter students more fully engaging with university curricular and co-curricular programs remains, especially as students have to spend more of their time working to meet direct and indirect costs of partaking in university studies. Thus, student identity, in terms of being (or becoming) an integral member of the university community, and co-and extra-curricular engagement that enhances the learning of online students are increasingly important areas for universities to pay attention to, and this book shows different pathways – both worldviews and practices - in that respect. In an increasingly complex higher education environment, student support services find themselves in an interesting, yet often contradictory, position of having to provide a ‘customer service’ while also 'developing students’ throughout their learning journeys within the university, and their future readiness beyond the university, which is increasingly pertinent in a supercomplex world of diversity, contradictions and uncertainties. This volume explores this complexity in a holistic manner, and we are confident that the resulting discussions, implications and suggestions will provide fertile ground for conversations, reflections and explorations of student support services into the future.

School management --- Teaching --- Higher education --- Educational sciences --- HO (hoger onderwijs) --- vergelijkende pedagogiek --- onderwijs --- onderwijsonderzoek --- Education, Higher. --- School management and organization. --- School administration. --- International education. --- Comparative education. --- Higher Education. --- Organization and Leadership. --- International and Comparative Education. --- Estudiants universitaris --- Serveis per als estudiants

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This book explores questions of care in higher education. Using Joan Tronto’s seven signs that institutions are not caring well, the authors examine whether students and staff consider universities to be caring institutions. As such, they outline how universities systematically, structurally, and actively ‘undercare’ when it comes to supporting students and staff, a phenomenon which was amplified by the COVID-19 pandemic. Drawing on scholarly ideas from the sociology of care, higher education, social justice, and feminist critique, and in dialogue with empirical insights gathered with people who work and study in universities in Australia, South Africa, and the UK, the book questions why people care, as well as why adopting a caring position in higher education can be viewed as radical. The authors conclude by asking what we can do to counter that view by thinking carefully about the purpose, power, and plurality of care, before imagining how we can create more caring universities.

Philosophy --- Philosophy and psychology of culture --- Teaching --- Higher education --- Educational sciences --- HO (hoger onderwijs) --- onderwijsfilosofie --- Education, Higher. --- College students --- Universities and colleges --- Educació superior --- Estudiants universitaris --- Care. --- Employees --- Education --- Higher Education. --- Philosophy of Education. --- Educational Philosophy. --- Philosophy.

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This volume presents the impacts of international higher education on citizen diplomacy. Based on the assumption that international higher education is a key driving factor of citizen diplomacy, the empirical studies in this book examine the learning outcomes of five mobility programs of international higher education(inbound study abroad, outbound study abroad, international service-learning, international internship, and online study abroad) in cultivating students’ intercultural competence, empathy and goodwill towards people in the host country. It contributes to increasing awareness of international higher education by further supporting the argument that its functions are utilized not only in the educational but also in the diplomatic realm. Shingo Hanada is Associate Professor in the Faculty of Global and Regional Studies at Toyo University, Japan. .

Sociology of education --- International relations. Foreign policy --- Teaching --- Higher education --- Educational sciences --- vergelijkende pedagogiek --- communicatie --- internationalisering --- onderwijs --- opvoeding --- onderwijsonderzoek --- Education. --- Intercanvi d'estudiants --- Globalització --- Condicions socials --- International education. --- Comparative education. --- Education and state. --- Diplomacy. --- Foreign study. --- International and Comparative Education. --- Education Policy. --- Studying Abroad.

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This book examines how the higher education sector has approached marginalised student and staff populations. The author highlights how universities were historically, and largely remain, the domain of the privileged, and demonstrates how institutions have implemented systems to enhance access for people marginalised because of their gender, race, sexual identity, disability and/or social class. These efforts have resulted in a numerical ‘marginalised majority’, but have not transferred to equity in terms of student grades, course completions and graduations, or marginalised academics’ chance of gaining continuing/tenured positions, streaming into a research rather than teaching-focused role, and the likelihood of reaching the professoriate or being selected for leadership positions. This examination is carried out through a Bourdieusian lens, which provides the ideal tool to illustrate how privilege manifests in higher education, and essentially taxes the efforts of those from marginalised backgrounds hoping to achieve equitable successes with their privileged peers. The book will be of interest to students and scholars in the fields of higher education administration and policy, and social justice in education. .

Sociology of education --- Sociology --- Social policy and particular groups --- Teaching --- Higher education --- HO (hoger onderwijs) --- sociologie --- personen met een beperking --- onderwijs --- opvoeding --- Discrimination in higher education. --- Educational equalization. --- Educació superior --- Marginació social --- Igualtat d'oportunitats educatives --- Estudiants desfavorits --- Discrimination in higher education --- Educational equalization --- Education, Higher. --- Education and state. --- Social justice. --- People with disabilities --- Higher Education. --- Education Policy. --- Social Justice. --- Education and Disability. --- Education.

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This edited volume explores core questions on education and transnational mobility in a time characterized by a global pandemic, recasting them through the lenses of regimes, experiences, and aspirations. The volume brings together 20 short essays in the form of letters addressed to the coronavirus and written by international students , together with eight striking illustrations that depict emotive scenes from the essays, and eight academic commentaries that analytically link these personal narratives to broader societal structures. This book represents a timely intervention, providing an intimate glimpse into young people’s hopes and the challenges they face concerning their education and mobility.

Philosophy and psychology of culture --- Political philosophy. Social philosophy --- Migration. Refugees --- International relations. Foreign policy --- Higher education --- Ethnology. Cultural anthropology --- History of civilization --- HO (hoger onderwijs) --- niet-westerse cultuur --- etnologie --- cultuur --- migratie (mensen) --- globalisering --- Asia --- COVID-19 Pandemic, 2020 --- -Student mobility.. --- Student mobility --- Estudiants estrangers --- Pandèmia de COVID-19, 2020 --- -Influence. --- Pacífic (Regió) --- Influence. --- COVID-19 Pandemic, 2020-2023 --- Student mobility.. --- Education, Higher. --- Globalization. --- Emigration and immigration. --- Ethnology --- Culture. --- Higher Education. --- Human Migration. --- Asian Culture.