International Benchmarking - Student Support Services
Working Model
In the context of this work, benchmarking is defined as identifying, considering, comparing and learning from developing practice internationally. It is important also that to be of most value, the work is concerned not just with current established practice but also with learning from innovation, ideas and developing thinking in the provision of student support services even if not completed and implemented. Similarly, to be of most use, the work should take a forward looking approach – one that includes consideration of the likely future needs, aspirations and expectations of a changing student population.
With the above in mind, the Group is developing a general working model for wider discussion with a view to supporting the sector in its thinking about current and future practice and in learning from practice internationally.
Some key aspects of this model are outlined below:
What do we mean by student support services?
Taking a student centred approach, in looking at the institution from a student’s point of view, “student support services” are provided by everyone in the institution including academic staff and the students’ association, as well as those services labelled “student support”: All student-facing services will be considered “student support services”. Similarly, from the student point of view, careful integration of the full range of support services becomes important.
In its broadest sense academic staff, in teaching and facilitating learning, are delivering a service to the student. This definition is perhaps too broad for this project but increasingly academic staff, who are often at the ‘front line’ in terms of addressing student needs day to day, are also delivering more support, advice and similar services to students. A key challenge is building and linking such support with the services provided by identified support centres. Potential tension here arise when many (most?) academic staff do not see themselves as providing “student support services” but as delivering teaching and doing research. Yet students identify first and foremost with their Department/School/Faculty and that is where they might first look for advice and support.
Similarly, institutional structures tend to have Directors of Student Services on the one hand and an Academic Registrar and learning and teaching support on the other. Can such functions and structures be better integrated and is there a need to escape from the notion that “student support” is “an emergency service” for students at times of particular needs or difficulties?
The more positive model is one in which all the student-facing services offered by the institution are integrated through a common concern of “enabling student success”: a model which adopts an integrated and student-centred approach and which also takes account of the diversity of their students and meeting their different needs.
Who are students?
When does a student start being a student and when do they cease? The Benchmarking work is using as a framework the student life cycle from pre-entry to alumni. In addition, the changing nature, and increasing diversity, of the student body gives rise to new issues to respond to. ‘Students’ include full time and part time, undergraduate, postgraduate and research, campus based and work based, straight from school and ‘mature’. Each will have particular needs and expectations. International students for instance may have different expectations of what is provided in terms of pastoral care. Part time students may need to call on services at times other than 9-5 or within term time.
Some potential issues to address in the benchmarking
- Balance of services
Different models have a different balance of roles and responsibilities for central support services, academic staff and the students’ association. For example, there is a need to consider and address the School-centre balance which means defining and considering what are discipline-specific and what are generic issues.
- Academic tutor systems
There are a range of different systems. Variables relating to the tutors themselves include:
- Who they are
- Expectations placed on them
- Whether they are dedicated or part-time
- Whether or not they are paid.
In addition, the group is interested in models - how they are organised within the institutional structures.
- Technology
There are new possibilities offered by technology – many services are currently delivered face-to face that could be delivered more effectively online. Students should not have to always ‘come in’ to a central, physical place for advice. Advice might be offered 24/7 perhaps using FAQ online approaches.
- Students’ associations/unions
Different models exist. What are they and how do they work? Who does what?
Some associations are very concerned with leisure services and profit; others have a strong welfare function.
- Staff development
In a more holistic definition and approach to student support services, what are the staff development needs? What would be the role and consequent support requirements of academic staff and tutors?
There is already a developing role (and potentially room for growth) for Student Services centrally, to work with academic staff in helping them to help students; in identifying when to refer a student on to support services. There is unevenness – academic staff vary to the extent to which they will take on student issues. Some will refer them on right away whilst others will take on too much. There is also a legal dimension – the wrong advice could cause distress to the student and trouble for the institution.
- Quantifying benefits
It is notoriously difficult to quantify the benefits of student support as it is difficult to demonstrate tangible impact and value and what might have happened had it not been there egg preventing someone from dropping out. Impact could be at different levels. The group will consider how to measure outcomes.
