University Support Systems Research Articles

A plan to promote the regional innovation oriented university support system(RISE) project from the perspective of the regional innovation system(RIS)

A plan to promote the regional innovation oriented university support system(RISE) project from the perspective of the regional innovation system(RIS)

A Scoping Review of Mental Health Needs and Challenges among Medical Students within South African Universities.

The mental health of medical students is a growing concern worldwide, with studies indicating high levels of stress, anxiety, and depression among this population. In a South African context, this review aims to review the existing literature on mental health needs and challenges among medical students in South Africa. The rationale for this review is crucial to identify gaps, understand unique contextual factors, and inform the development of targeted interventions and support tailored to the specific needs of South African medical students. This review followed a scoping review framework by Arksey and O'Malley which consists of five stages. The review was initiated in December 2023. The search process was conducted on the following electronic databases: PubMed, Psych-info, Scopus, Google Scholar, and Science Direct. The search terms of this review were "Medical students" OR "Mental health", OR "Challenges", OR "South Africa", OR "Universities" OR "Needs", OR "Support systems", OR "Mental health interventions". This study included articles published in English between 2010 and 2023. After a thorough review of the literature, only eight articles met the inclusion criteria. This study excluded articles that were not published in English, articles published before 2010, full-text articles that could not be retrieved, and studies that did not address the mental health needs and challenges faced by medical students and risk factors contributing to mental issues among South African medical students. The review yielded only three themes utilizing Creswell's Tesch method of data analysis. (1) Prevalence of mental health disorders, (2) risk factors contributing to poor mental health, and (3) available university support systems and interventions. Therefore, the unique aspect of our review lies in shedding light on the underexplored intersections between mental health and the unique context of medical education in South Africa. This includes examining the impact of historical, cultural, and institutional factors on the mental health and well-being of medical students, which has not been comprehensively addressed in previous literature in terms of the South African context. The findings of this review highlight the importance of implementing comprehensive mental health support programs within medical education institutions to address the needs of students and promote their well-being.

Student nurse retention. Lived experience of mature female students on a UK Bachelor of Nursing (Adult) programme: An interpretative phenomenological analysis

AbstractAimsTo explore the lived experiences of mature female students undertaking a Bachelor of Nursing (Adult) programme in the UK, to gain insight into the challenges and barriers faced by students and investigate the factors that support students who have considered leaving, to stay and continue with their studies.BackgroundThere is a global shortage of nurses and challenges exist in ensuring that enough nurses are available to provide care in the complex and rapidly changing care environments. Initiatives introduced to increase the number of Registered Nurses (RN), include increasing the number of students enrolled on pre‐registration nursing programmes. However, the success of this intervention is contingent on the number of students who go on to complete their course.DesignThis qualitative study employed Interpretative Phenomenological Analysis (IPA), which provided a methodological framework and analytical approach to enable an exploration of participants' individual and shared lived experiences.MethodsEight female, mature students at the end of their second year of a Bachelor of Nursing (Adult) programme at a Higher Education Institution in South Wales participated in semi‐structured, face‐to‐face interviews, which were analysed idiographically before group‐level analysis was undertaken.FindingsThe analysis revealed three superordinate themes: ‘Ambition to become a Registered Nurse’; ‘Jugging Roles’ and ‘Particular Support Needs for a Particular Student’.ConclusionEach student had a unique history, their past and present social and psychological experiences were multifaceted and complex. These differences resulted in varying degrees of resilience and motivations to continue their studies. These findings are important for ensuring that services develop and provide effective support to maximize retention and, ultimately, increase the number of students entering the RN workforce.Patient of Public ContributionNo patient or public contribution.Impact StatementThis research expands on current literature regarding the needs of mature female students, a growing student nurse demographic. Every student had a dynamic set of circumstances and demonstrated that the identification of ‘at‐risk’ students, purely based on demographics or information on a Curriculum Vitae, is problematic and potentially futile. This knowledge could be used to tailor University support systems and inform curriculum development and support systems for maximizing student retention. These findings are important for ensuring that services continue to develop and provide effective support to maximize retention and completion and, ultimately, increase the number of students entering the Nursing and Midwifery Council register.

The influence of health awareness on university students' healthy lifestyles: The chain mediating role of self-esteem and social support.

As university students face increasing pressures in a highly competitive society, unhealthy lifestyles have become a common phenomenon. Health awareness is considered a critical factor in promoting healthy behaviors, yet its mechanism of action on university students' healthy lifestyles, influenced by self-esteem and social support, remains unclear. This study aims to explore the relationship between health awareness (HA) and healthy lifestyles (HL) and to examine the mediating roles of self-esteem (SE) and social support (SS) in this relationship. Based on social cognitive theory, this study initially constructs a theoretical model of the impact of health awareness on healthy lifestyles among university students, introducing self-esteem and social support as mediating variables to further build a chain mediation model. A total of 1,169 participants (554 males and 615 females) completed an online survey. Participants completed the Health Awareness Scale (HAS), the Diet and Healthy Lifestyle Scale (DEVS), the Rosenberg Self-Esteem Scale (RSES), and the Oslo Social Support Scale (OSSS-3). The results show that high levels of health awareness positively influence self-esteem, which in turn positively influences social support, ultimately having a positive impact on healthy lifestyles. Specifically, self-esteem and social support play significant mediating roles in the relationship between health awareness and healthy lifestyles. The findings reveal the pathway by which health awareness influences healthy lifestyles through self-esteem and social support, enriching the theoretical explanation of health behaviors within the framework of social cognitive theory, particularly in the context of university students. Furthermore, the results provide practical guidance, suggesting that in designing interventions to promote healthy lifestyles, emphasis should be placed on enhancing university students' health awareness, self-esteem, and social support systems. This could include mental health education, establishing supportive communities, and fostering activities that promote self-esteem.

윤석열 정부 지방시대 계획과 교육발전특구 제도의 지역 정주형 인재육성 가치와 교육 문화과제

Since the beginning of the 21st century, Korea has come up with many policies and used the budget to realize decentralization and balanced national development. However, as of 2023, the concentration of population in the metropolitan area and the hollowing out of the non-metropolitan area have resulted, and the Yoon Sukyeol government has established a comprehensive plan for the local era that integrates the two major policy concepts. This paper critically diagnoses the government's comprehensive plan for the local era and the special educational development zone system, emphasizing the timely value of fostering local resident-type talents, which is the main goal of the policy, and argues that the task of improving Korea's educational culture should be added. To this end, the background and meaning of the Yoon Suk Yeoln government's introduction of the 'First Comprehensive Plan for the Local Era' are examined, and the special education development zone system and the regional innovation university support system are compared. It points out the practice that has been disconnected from elementary and secondary schools, just as the academic administration and policies of local universities did not meet the actual demand of local industries due to the university ranking culture that has been overemphasized in the process. In the conclusion, it emphasizes the timely value of this system and presents it as a task that at the same time should include the education-cultural dilemma in the planning stage. This study is an attempt to combine cultural and historical perspectives with existing educational administration and policy considerations, and it is significant in illuminating the direction of national projects that are expected to invest a huge budget.

Identifying Barriers to Basic Needs, Academic Success, and the Vaccination Pattern among College Students during the COVID-19 Pandemic.

College students face significant challenges during large-scale disease outbreaks that potentially compromise their basic needs, vaccine confidence, and academic success. Using a cross-sectional design and convenience sampling, we examined the impact of COVID-19 among college students (N = 828). The survey was administered using the Qualtrics survey platform to collect data on multiple demographic and health behaviors of students in the summer semester (2021). Our study demonstrated that the most common financial shock experienced by the study participants was job loss, with less remarkable changes in food and housing insecurities. Academically, students had the most difficulty learning online compared to other modalities (face-to-face, Hyflex, etc.) and struggled with staying motivated. They also struggled with group work and finding appropriate learning spaces. However, many did not use university support systems such as career and tutoring services. Exploring the COVID-19 vaccination attitudes, we found that only age, ethnicity, classification, and health insurance status were associated with getting vaccinated (p < 0.05). When the learning environment was assessed for various modalities, only college attendance was significantly associated (p < 0.05) with the accessible platforms (online, Hyflex, face-to-face, and others); however, nearly 40% of students reported difficulty learning on an online learning platform compared other categories that had much lower proportions. Our findings underscore an immediate need for universities to take measures to improve their preparedness and response strategies to mitigate the negative effects of future large-scale public health emergencies among students.

Factor Analysis of the University Environment and Support System: A Bayesian Approach

University students represent a reservoir of entrepreneurial talent and an inherent source of creativity and innovation. One way to help unleash their talents as an engine of economic growth is by increasing our understanding of elements—internal or external, real or perceived—that lead to and influence the emergence of new ventures led by students. There is evidence in the literature that the university environment and support system (ESS) can affect the entrepreneurial intention of students attending the institution. The university ESS comprises the support mechanisms necessary for entrepreneurial activity and could motivate students to consider entrepreneurship a possible career choice. Kraaijenbrink et al. developed and validated a university ESS scale that helped them identify three motivational factors of the university ESS influencing entrepreneurial intention. Despite its increasing popularity, a detailed study and analysis of the Kraaijenbrink et al. university ESS scale are still lacking in the extant literature. This study fills that gap by conducting an extensive factor analysis of the university ESS scale using a Bayesian approach. To the best of our knowledge, this is the first time this scale has been the subject of such an extensive investigation. We capitalized on the added flexibility of the Bayesian approach to address novel substantive questions through the mathematical model. We used it to enrich our understanding of the university ESS and generate new ideas for possible scale and model modifications. Furthermore, this evaluation provided novel insight into the relationships among the many dimensions of the university ESS. In the future, similar studies conducted by aspiring entrepreneurial universities could help them interpret the efficacy of their efforts to promote entrepreneurial activities among students.

A compassionate university for serious illness, death, and bereavement: Qualitative study of student and staff experiences and support needs

Serious illness, death, and bereavement are common experiences within the work and study context. This study aims to explore the experiences and support needs of university students and staff confronted with serious illness, death, and bereavement. Semi-structured interviews and focus groups were conducted with 21 students and 26 staff. A thematic analysis resulted in three overarching themes: the university as a high-pressure environment; navigating the complex university information and support system; and disenfranchized grief. Four themes were identified in terms of what participants needed from the university: clear processes and procedures; flexibility in policy application; proactive support and recognition; and activities to enhance awareness and interpersonal communication skills. Findings from this study could enable higher education institutions to become more compassionate schools and workplaces.

University Supervisors’ Perceptions of Their Personal Experiences and Professional Effectiveness in a Study Abroad Student Teaching Program in Germany

ABSTRACT In this study, we examined a student teaching study abroad program where one Midwestern university has partnered with United States Department of Defense Education Activity schools in Germany. We explored university supervisors’ perceptions and experiences in their supervisory role for this student teaching study abroad program. In this qualitative study, framed by Self-Determination Theory and the motivators of autonomy, relatedness, and competence, we identified six emergent themes related to responsibilities in serving student teachers, relationships among stakeholders, advantages as a supervisor, approaches to student teachers’ effectiveness, university support systems, and challenges and areas to improve the program. Further research is needed into the perspectives of mentor teachers involved in student teaching study abroad programs.

Investigating the Pedagogical Potential of Entrepreneurial Projects in Higher Education

The current rate of technological advancement across the globe underlines the importance of higher education institutions incorporating project-based learning into their teaching approaches. This article investigates the capacity of entrepreneurial projects to address the skills gap in the Sub-Saharan African higher education sector. This study was conducted in two rural universities in South Africa and Nigeria. Data were collected from student participants from the two institutions using semi-structured questionnaires. The authors discovered that, despite the involvement of student participants in entrepreneurial projects over a considerable period of time, most participants from both universities still exhibit inadequate skill levels. This result suggests that certain conditions should be met for entrepreneurial projects to be considered effective for teaching and learning in the higher education context. It is imperative to include enabling factors such as high-quality mentoring from industry professionals and an unwavering university support system for student entrepreneurs. These enabling factors are cornerstones that strengthen a university's entrepreneurial standing.&#x0D; &#x0D; Received: 8 January 2023 / Accepted: 2 April 2023 / Published: 5 May 2023

Comparative Factors Influencing Entrepreneurial Skills Acquisition amongst Students in Rural Universities of Sub-Sahara Africa’s Developing Nations

The current wave of technological development globally necessitates certain entrepreneurial abilities for most professionals to succeed in the job market. This paper explores the factors influencing entrepreneurial skills acquisition amongst rural university students in Nigeria and South Africa. The strategic goal of setting up rural universities is to enhance the human capital of the host communities. As a result, an attempt is made to pinpoint challenges that stand in the way of achieving this objective. Data was gathered using a quantitative research methodology. A self-designed questionnaire was used to obtain primary data from 1088 randomly selected third-year students. The study’s outcome indicates that the acquisition of entrepreneurial competencies amongst undergraduates in the two higher education institutions was impacted by a number of similar factors, such as the university support system, campus entrepreneurial network, family background, availability of mentors, and entrepreneurship education curriculum. The study focuses on the necessity for universities to address skill shortages among undergraduates. Thus, the results could serve as a guide for policymakers on how to motivate rural university students to obtain globally relevant skills.

토픽모델링 분석을 이용한 학습역량 연구 동향 분석 및 대학 학습지원 방향 모색

Objectives Universities have expanded various support to strengthen students' learning capabilities. However, the meaning and interpretation of learning capabilities were diverse and ambiguous, causing uncertainty in deriving directions for setting learning support goals and establishing promotion strategies. Recognizing these problems, this study aims to prepare evidence for establishing a university learning support system by analyzing trends in studies related to learning competency and extracting topics related to learning competency through text mining and network analysis.&#x0D; Methods Basic statistical analysis, core word selection, topic extraction, and research trend were analyzed using keyword network analysis and LDA-based topic modeling techniques by collecting information on the titles and abstracts of 621 academic papers on learning competencies.&#x0D; Results The keywords related to learning competency were groups, and the results of selecting key words were learning immersion, self-efficacy, self-regulated learning ability, learning community, problem-solving ability, cooperative learning, knowledge, and creativity. As a result of topic modeling, five topics were extracted, and they were named as learning motivation, learning analysis, learning execution, learning relationship, and learning expansion. Next, as a result of analysis of research trends related to learning competency, it was found that research on learning competency has continued to increase since 2010, and research on learning relationships and learning expansion topics has increased since 2015.&#x0D; Conclusions This study is meaningful in that it identified the keywords mentioned in current learning-related studies to foster future talent, extracted and presented related topics, and presented basic data on finding effective support directions to improve student learning competency in universities.

University Students’ Motivation to Study the French Language: A Time Trend Study

This paper attempts to explore students’ motivation to study French at a state-funded public university in Estonia. The first set of data collection was carried out in 2008 and repeated in 2020 using the Intrinsic Motivation Inventory and in-depth interviews. The results of the quantitative part indicate a significant increase in students’ intrinsic motivation in the subscales of interest/enjoyment and perceived competence, and a slight increase in perceived choice as well as in pressure/tension. The qualitative data reveal clear personal goals, but in some cases weak motives, such as the desire to live in the target country without either being ready to contribute to the academic work or a weakly justified choice of discipline. In addition, some unrealistic expectations emerged, such as being able to work as a professional translator or language teacher immediately after the end of bachelor’s degree. The results indicate relatively poor learning skills, referring to a gap between students' secondary school study habits and expected study habits in university studies. Based on the results several suggestions are made to facilitate university support systems.

Exploring the views of university students with experience of common mental health disorders about support provided within primary care community settings

AimsTo assess the impact of common mental health disorders (CMHDs) on university students’ function and wellbeing. To understand the barriers to receiving adequate support for CMHDs during both adolescence and at university. To provide feedback to healthcare professionals about how young people perceive the support provided when initially seeking help for psychological distress. To explore which forms of support students find the most useful.MethodA literature review was initially undertaken, identifying the lack of prior research in this area. The current study addressed the gap by considering the needs of students with CMHDs in the context of primary care services, with a retrospective exploration of their views about support received during adolescence. 15 semi-structured qualitative interviews were conducted with both current university students and recent graduates from across the UK, transcribed verbatim and subjected to thematic analysis. The study population included 7 men and 8 women, between the ages of 18–25 years.ResultFive main themes emerged from the data:The Journey to Disorder – Explored the difficulties faced by adolescents, and how these might contribute to their experience of CMHDs and their management.Attitudes Towards Help-Seeking – Many participants had little trust in healthcare professionals as adolescents. This contributed to limited trust in university support systems as young adults.Primary Care Support - Perceived effectiveness of General Practitioner (GP) support during adolescence in this cohort was highly variable. Although some participants described good experiences, others felt their views were ignored, with responsibility diverted to their caregivers. A lack of understanding from GPs about CMHDs in adolescents resulted in trust issues for them as young adults.Recommendations for Change - Participants reflected on their previous and current experiences to inform suggestions for changes to tackle issue of psychological distress in adolescents.ConclusionPrevious experiences of the care they had received when presenting with CMHDs during adolescence potentially affected the long-term wellbeing of university students and graduates; the initial support received was inconsistent with the needs of this age group. Recommendations for change included a greater emphasis on the importance of adolescent mental health education, tailoring interventions to personal growth and maturity, and ensuring primary healthcare providers are equipped with the skills required to manage psychological distress in young people.

항공서비스관련학과 대학생들의 전공선택동기와 학교지원에 따른 전공만족도의 영향관계

본 연구는 전국에 있는 항공서비스관련학과 대학생들의 전공선택동기가 학교지원에 따른 전공만족도와의 영향관계를 파악하고자 하였다. 연구의 대상자는 전국에 항공서비스학과에 재학중인 1학년부터 4학년까지를 대상으로 약 300부를 분석에 이용하였다. 수집된 자료를 분석하기 위해 통계패키지 SPSS 21.0프로그램을 활용하였으며 요인분석과 신뢰도 분석을 하였다. 그 결과 전공선택동기 중 하부요인인 개인적 동기는 전공만족도에 유의한 영향을 미치는 것으로 나타났으며 사회적 환경은 전공만족에 영향을 미치지 않는 것으로 검증되었다. 또한 항공서비스관련학과 대학생들의 학교지원 중 교수지원 교육환경지원은 전공만족도에 유의한 영향을 나타내는 것으로 나타났다. 하지만 동료, 선배의 지원은 전공만족도에 부의 영향을 미치는 것으로 나타났다. 이와 같은 연구를 토대로 관련학과에서는 전공에 대한 만족도를 높이는 다양한 방안을 연구하며 학과운영에 있어서도 실질적인 도움이 되는 방향을 시사하고자 한다.

Repercussions of the COVID-19 pandemic on the well-being and training of medical clerks: a pan-Canadian survey

BackgroundThe COVID-19 pandemic has been an unprecedented and potentially stressful event that inserted itself into the 2019–2020 Canadian medical curriculum. However, its impact on stress and subsequent professional pathways is not well understood. This study aims to assess the impact of the COVID-19 pandemic on the mental well-being, training, and career choices of Canadian medical clerks within the first three months of the pandemic. It also aims to assess their use of university support systems and their appreciation of potential solutions to common academic stressors.MethodsAn electronic survey composed of four sections: demographics, stressors experienced during the pandemic, World Health Organization (WHO) well-being index, and stress management and resources was distributed to Canadian clerks.ResultsClerks from 10 of the 17 Canadian medical faculties participated in this study (n = 627). Forty-five percent of clerks reported higher levels of stress than usual; 22% reconsidered their residency choice; and 19% reconsidered medicine as a career. The factors that were most stressful among clerks were: the means of return to rotations; decreased opportunities to be productive in view of residency match; and taking the national licensing exam after the beginning of residency. The mean WHO well-being index was 14.8/25 ± 4.5, indicating a poor level of well-being among a considerable proportion of students. Clerks who reconsidered their residency choice or medicine as a career had lower mean WHO well-being indices. Most clerks agreed with the following suggested solutions: training sessions on the clinical management of COVID-19 cases; being allowed to submit fewer reference letters when applying to residency; and having protected time to study for their licensing exam during residency. Overall, clerks were less concerned with being infected during their rotations than with the impact of the pandemic on their future career and residency match.ConclusionThe COVID-19 pandemic had a considerable impact on the medical curriculum and well-being of clerks. A number of student-identified solutions were proposed to reduce stress. The implementation of these solutions throughout the Canadian medical training system should be considered.

‘I started this, and I will end this': a phenomenological investigation of blue collar men undertaking engineering education as mature students

ABSTRACT Many blue-collar jobs, most of which are performed by men, are likely to be displaced by automation. These workers will, therefore, need to be retrained and reskilled, many of them choosing for engineering education as mature students. This paper uses Interpretive Phenomenological Analysis to draw a complex portrait of the experience of blue-collar men studying engineering as mature students in Denmark. We found that the participants faced considerable challenges in their engineering studies: they brought baggage from a challenging youth, from family traumas and educational failures; they felt alienation and cynicism about the world and saw their own possibilities for progress thereby limited; and they experienced difficulties with the contents and the process of the engineering curriculum. However, they persisted with faith in engineering education as a gateway to a better life and a sense of social responsibility as future engineers. The study concludes that more pro-active university support systems would alleviate the difficulties faced by such students.

“I felt like I was being watched”: The hypervisibility of Muslim students in higher education

This paper focuses on the ways in which Islamophobia operates within a university environment and how it is impacting the everyday experiences for a sample of British Muslim students. Qualitative methods were adopted to interview a select of participants attending a Russell Group institution located in Northern England. The findings revealed that they most frequently encountered subtle and inconspicuous forms of racism. Otherwise known as microaggressions. The narratives suggested that the participants experienced Islamophobic microaggressions relating to their appearances. The methods and behaviours that the perpetrators utilised included maintaining excessive distance, peculiar staring and hurling racial jokes. What emerged was how the accumulation of religious prejudice had taken its toll on the participants psychological being as they claimed to have developed symptoms pertaining to mental health issues. The discussion explored a number of avenues as to how the participants could mitigate any long-lasting detriment. The options included conversing with members of the Ummah; and accessing university support systems for professional help.

Reflecting on supervision experiences: Honours students' research projects in development studies at the nelson Mandela University

This article reflects on my supervision experience of students conducting their one-year research projects at Honours level in the Department of Development Studies at Nelson Mandela University from 2016 to 2018. My conclusion is that students who are enrolled in the block-release 1 learning program do not have adequate face-to-face access to various university support systems, such as group work sessions with fellow research students on campus or close to it, regular meetings with supervisors, and research-related workshops. This contributes to students’ feeling of loneliness and exclusion from the university community. As supervisors, we are guilty sometimes, of not encouraging our students to enter the research community by publishing research papers, as they progress towards finishing their research projects. This article proposes strategies to overcome the identified challenges and to exploit emerging opportunities, in order to improve the research supervision practice. The intention of this study is to contribute to the field of teaching and learning in the South African higher education sector, by proposing strategies to improve the practice of research supervision.

Effect of the university on the social entrepreneurial intention of students

PurposeThe study aims to test the applicability of a variant of the model proposed by Hockerts (2017) for assessing the social entrepreneurial intention (SEI) of male and female students. It extends the model by incorporating the university's environment and support system (ESS) as an additional more distal construct. The university's ESS, coupled with the experience with social, cultural and environmental issues can affect SEI by influencing the more proximal precursors of empathy towards others, perceived self-efficacy, perceived community support and social, cultural and environmental responsibility.Design/methodology/approachA structured non-disguised questionnaire was administered to students at a Canadian university. A sample of 485 usable responses was analysed by means of second-order structural equation modelling.FindingsThe results provide confirmation that the proposed model is a multi-group invariant and appropriate for analysing the SEI of male and female students. They also show that the university's ESS helps predict SEI indirectly through the complete mediation of the more proximal antecedents.Research limitations/implicationsThe questionnaire is limited to universities with social innovation and entrepreneurship initiatives.Practical implicationsOutcomes of the study can help universities assess the efficacy of their social innovation and entrepreneurship initiatives for instilling a social entrepreneurial mind-set in students. Consequently, universities will be better equipped to raise the perceptions of venture feasibility and desirability, thus increasing students' perceptions of opportunity.Originality/valueThe study advances the social entrepreneurial knowledge of the university's effect on the precursors of SEI.