Journal articles: 'Services for college students'

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Guo, Shu Xin, Jian Nan Guo, and Yang Sun. "Satisfaction Survey of Local Financial University Services Students." Applied Mechanics and Materials 644-650 (September 2014): 5636–39. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.5636.

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This paper analyzed the local Financial university Services student satisfaction survey indicators , established a local college student satisfaction survey Financial model and use the designed local colleges and universities service student satisfaction questionnaire survey satisfaction with the status of student services for the school . Using the model to analyze the survey data processing , obtained satisfaction index of services. Research shows : Local Finance college student satisfaction is better, which is inseparable in recent years increasing efforts in building local Finance colleges.

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Gormley, Matthew J., George J. DuPaul, Lisa L. Weyandt, and Arthur D. Anastopoulos. "First-Year GPA and Academic Service Use Among College Students With and Without ADHD." Journal of Attention Disorders 23, no. 14 (January 7, 2016): 1766–79. http://dx.doi.org/10.1177/1087054715623046.

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Objective: ADHD is a chronic neurodevelopmental disorder that typically results in persistent academic difficulties over time. Although most colleges offer support services, students often do not use the available services or those to which they are entitled. The present study examined predictors of academic performance among college students with and without ADHD. In addition, the rate, predictors, and outcomes of academic service use were explored. Methods: A series of multivariate analyses of variance (MANOVAs) and regression analyses were conducted using SPSS v. 21 ® software. Results: First year college students with ADHD earned significantly lower grade point averages (GPAs) relative to students without ADHD. Additionally, ADHD combined with other disorders, but not ADHD alone, predicted higher rates of service use relative to students without ADHD. Finally, the findings suggest that typically available academic services are not independently related to GPA among first-year college students with or without ADHD. Conclusion: This study replicates previous work demonstrating significantly lower GPAs among a rigorously defined sample of students with ADHD relative to students without ADHD. Second, this study indicates that traditional predictors of college success may be less meaningful for students with ADHD relative to those without ADHD. Finally, additional research needs to be conducted regarding the use and effectiveness of academic services on college campuses.

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Bursuck, William D., Ernest Rose, Sara Cowen, and Mohd Azmi Yahaya. "Nationwide Survey of Postsecondary Education Services for Students with Learning Disabilities." Exceptional Children 56, no. 3 (November 1989): 236–45. http://dx.doi.org/10.1177/001440298905600309.

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Postsecondary services for students with learning disabilities vary a great deal from campus to campus, and published guides to postsecondary education services are often inaccurate and incomplete. A nationwide survey was conducted to investigate student service provisions in 2-year colleges and 4-year colleges and universities. The purpose of the study was to identify and catalog postsecondary education service goals and options for students with learning disabilities, and to determine differences between the goals service providers have for these students and services actually provided. The findings and their implications for service providers at both high school and college levels are discussed.

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McBroom, L. W. "Making the Grade: College Students with Visual Impairments." Journal of Visual Impairment & Blindness 91, no. 3 (May 1997): 261–70. http://dx.doi.org/10.1177/0145482x9709100312.

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This study of the transition experiences of 102 college students with visual impairments (including students who are blind and students with low vision) and of the services offered for students with disabilities at 66 colleges found that the colleges provided most of the services students need to be successful. The students also described the numerous areas for which visually impaired high school students should prepare before they enter college and the skills they should develop or hone.

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Prabowo, Harjanto. "Pengaruh Lingkungan Individu Mahasiswa dan Kinerja Bauran Pemasaran Perguruan Tinggi terhadap Proses Keputusan Mahasiswa dan Nilai Jasa Pendidikan Tinggi Komputer." Binus Business Review 3, no. 1 (May 31, 2012): 549. http://dx.doi.org/10.21512/bbr.v3i1.1342.

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Colleges that offer computer education are increasing, partly because of the widespread use of information technology in all areas of life so that it takes labors/computer graduates qualified and applicably ready. This situation also occurs in colleges at Jakarta. This paper presents the results, which aims to reveal the compatibility level of educational services mixed-marketing performance with the interests and expectations of college students. Research conducted is descriptive and verification, while the method of research is an explanatory survey method to 770 students of computer private universities in Jakarta and 54 leaders in computer private universities in Jakarta. The results show that the environment of one individual affects more to college students in processing decision to choose the college compared to educational services mixed-marketing performance. Whereas, the value of education services is not affected by the environmental of students but by educational services mixed-marketing performance and student decision process. There is a mismatch/gap between the educational service mixed-marketing performance to the level of expectations and interests level of students perceived.

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Oliver, Marvarene, Richard J. Ricard, Karl J. Witt, Melissa Alvarado, and Patricia Hill. "Creating College Advising Connections: Comparing Motivational Beliefs of Early College High School Students to Traditional First-Year University Students." NACADA Journal 30, no. 1 (March 1, 2010): 14–22. http://dx.doi.org/10.12930/0271-9517-30.1.14.

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Early college high schools (ECHSs) are partnerships between high schools and colleges or universities designed to enhance college readiness and completion, particularly among students traditionally underrepresented in higher education. We compared the self-reported motivational profiles of ECHS students to traditional first-year university students to explore the different college advising and support services each group may require. We found differences between the two groups in academic motivation, coping skills, and receptivity to support services. ECHS students also reported significantly higher levels of educational stress. Findings are of particular importance to advisors and support personnel who plan and program appropriate support services for incoming students. Implications of these findings are discussed.

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Michael, Robert J. "Library Services for LD College Students." Academic Therapy 23, no. 5 (May 1988): 529–32. http://dx.doi.org/10.1177/105345128802300515.

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Chandani, Arti, Sriharshitha S., Ankita Bhatia, Rizwana Atiq, and Mita Mehta. "Robo-Advisory Services in India." International Journal of Cloud Applications and Computing 11, no. 4 (October 2021): 152–73. http://dx.doi.org/10.4018/ijcac.2021100109.

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The transcendence of automated digital services is challenging already established financial advisory services. Robo-advisory is gaining popularity where human touch is missing while making the investment decision. The present study is aimed to understand the awareness of robo-advisors amongst millennials in India along with their perception towards robo-advisory services. A self-administered questionnaire was sent out to the college students, and 288 college students responded to this. The responses were analysed using independent sample t-test, Anova, and factor analysis using IBM SPSS 22. The findings indicate that there is a lack of awareness about robo-advisors amongst college students. Measures should be taken by universities and colleges to include this as a part of the syllabus along with industry-academia partnership to create awareness as these students will be earning and investing in the next 1-3 years.

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Arnold, William W. "Strengthening College Support Services To Improve Student Transitioning To Careers." Journal of College Teaching & Learning (TLC) 15, no. 1 (July 26, 2018): 5–26. http://dx.doi.org/10.19030/tlc.v15i1.10198.

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The article reviews challenges facing colleges including the need for actions to address new circumstances of educating college students and preparing them for productive roles following graduation. These challenges are balanced by resources colleges are developing to facilitate college-to-career transitioning to first destinations following graduation. In a review of support services offered by colleges the article identifies innovative programs that show potential for improved career support for students. Sources, including surveys of students and employers, published writing by leaders in education, and reported data from colleges, provide a present view of career support functions and suggest patterns of evolution. Colleges are strengthening their support to student’s department by department, but programs and activities across-departments need to be integrated to improve services for students. Leveraging synergies among campus support functions improves services to students. The use of student support case managers may eliminate the silos among college support functions. Designing programs around students and bridging gaps among support services can deliver more relevant and timely results. The article introduces the voices of students expressed in an upper division business course Management Theory and Practice. The actual words of students were acquired as byproducts of class assignments and course evaluations. Collecting these indirectly rather that as the focal point of student input lends a candid perspective. The comments interject both students’ requests for assistance and their appreciation for the support they received.

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Dietsche, Peter. "Use of Campus Support Services by Ontario College Students." Canadian Journal of Higher Education 42, no. 3 (December 12, 2012): 65–92. http://dx.doi.org/10.47678/cjhe.v42i3.2098.

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Offering an array of support services to meet the diverse needs of post-secondary learners assumes that these services improve success by providing students with compensatory resources and opportunities for engagement (Purnell & Blank, 2004). Little Canadian research, however, has examined students’ use of support services. This study describes how campus support services are used by Ontario college students and factors that influence the uptake of those services. Results show that despite relatively high student-reported need, the majority of Ontario college students did not utilize most campus services. Age, gender and ethnicity, receptivity to support, negative college experiences, faculty referral, studying with peers, and poor grades were associated with increased use of some services. The findings argue for a proactive service delivery model using web-based resources to minimize location-based barriers and to more effectively promote services dedicated to student success.

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Sibai, Mohamad Tarif, Bernardo BayJr, and Rhodora dela Rosa. "Service Quality and Student Satisfaction Using ServQual Model: A Study of a Private Medical College in Saudi Arabia." International Education Studies 14, no. 6 (May 14, 2021): 51. http://dx.doi.org/10.5539/ies.v14n6p51.

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The study assessed the service quality and satisfaction among Pharmacy students at one of the private medical colleges in Saudi Arabia using ServQual model. Specifically, it sought to determine the respondents’ profile in terms of gender, year level, and grade point average; service quality using SERVQUAL Model; over-all students’ satisfaction of students on the provided college services; and which profile and service quality dimensions best predict the over-all satisfaction of the students. Using a descriptive statistics and Multiple Regression Analysis for data analysis, this paper had 189 respondents. Based on the results, majority of the respondents were female from levels 2, 3, and 4 with above average GPA. Responsiveness, empathy and tangibility dimensions of service quality had a negative gap, which means that the expected services did not meet the perceived services on the cited service quality dimensions. Meanwhile, when overall satisfaction was measured, students expressed satisfaction to the college services. Year level was a predictor for all measures of student satisfaction; while GPA was identified as a negative predictor to student satisfaction in terms of faculty. Students’ satisfaction in terms of faculty was best predicted by responsiveness, assurance, tangibility. Meanwhile, assurance was a predictor of students’ satisfaction in terms of curriculum. Responsibility, responsiveness and assurance, on the other hand were predictors of students’ satisfaction in terms of students services and facilities. Finally, the overall student satisfaction was predicted by responsiveness, assurance and tangibility.

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Poudel, Shiva Prasad. "Service Quality Provided by Colleges in Chitwan and Its Impact on Student Satisfaction." Nepalese Journal of Management Research 1 (January 31, 2021): 15–21. http://dx.doi.org/10.3126/njmgtres.v1i0.37316.

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This study attempts to examine the relationship between service quality dimensions (tangibility, reliability, responsiveness, assurance and empathy) and students’ satisfaction. Furthermore, this study is also examining critical factors in service quality dimensions (tangibility, responsiveness, reliability, assurance and empathy) that contribute most to the satisfaction of the students. The study employed both purposive and stratified sampling technique by using a set of questionnaires that was distributed to 120 college students in three of the colleges (Balkumari College, Saptagandaki Campus and Birendra Multiple Campus) in Chitwan. However the study found that there is a positive significant relationship between service quality dimensions and students’ satisfaction. The study also found that Empathy has significant relationship with student’s satisfaction in the students’ perception of service quality rendered by their colleges. Finally the study concludes that assessing level of satisfaction and continuous improvements of the quality of services that colleges provide to their students will help management and other staff of these colleges to reach organizational success.

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Kim, Yen-Soon, Jean Hertzman, and Jung-Jin Hwang. "College Students and Quick-Service Restaurants: How Students Perceive Restaurant Food and Services." Journal of Foodservice Business Research 13, no. 4 (November 17, 2010): 346–59. http://dx.doi.org/10.1080/15378020.2010.524536.

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Satyanegara, Diqbal, and Muhammad Johan Widikusyanto. "ROLE OF REFERENCE GROUP IN WINNING BANTEN HIGHER EDUCATION SERVICE MARKET." IJBE (Integrated Journal of Business and Economics) 2, no. 2 (June 4, 2018): 80. http://dx.doi.org/10.33019/ijbe.v2i2.80.

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The competitive conditions in the market of higher education services encourage every college in Banten to be able to retain students and acquire new students every year. The decision of the prospective student in determining the college of his choice is very important for the sustainability of every college in Banten. Understanding the factors that influence the prospective student's decision is expected to increase the competitive advantage of Banten college so as to win the target market. The purpose of this study is to test the model that explains the effect of education services and reference groups on the decision of prospective students in choosing a college. In addition, this study also aims to examine the role of mediation of reference groups that mediate the influence of educational services on the decision of prospective students in choosing a college. Survey research design is used to obtain data to be analyzed using SEM with the help of AMOS software. Questionnaires were distributed to 418 students from high school and vocational schools, both public and private in Banten. The SEM estimation results indicate that Service and Reference Group directly influence the decision of prospective students in choosing a college to continue their studies. In addition, the reference group proved to mediate the influence of the Services on the Decision of the Student Candidate. Thus, the reference group has an important role for the Education Services in determining the decision of the prospective student. Marketing communications should be directed in addition to the target market itself, but also to reference groups with positioning as distinct and superior educational services.

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McKillip, Jack, Carol Lynn Courtney, Richard Locasso, Patricia Eckert, and Fran Holly. "College Students' Use of Emergency Medical Services." Journal of American College Health 38, no. 6 (May 1, 1990): 289–92. http://dx.doi.org/10.1080/07448481.1990.9936202.

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Anne Epp, Mary. "Library services to Canadian college students with print disabilities." Library Hi Tech 17, no. 2 (June 1, 1999): 189–96. http://dx.doi.org/10.1108/07378839910275849.

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Post‐secondary students with print disabilities (blindness, visual impairments, learning disabilities, physical handicaps) need information access to learning resources in alternate formats such as Braille, electronic text, large print, taped books, and tactile graphics. British Columbia College and Institute Library Services (CILS) is a provincial clearinghouse for resources for students and faculty with print impairments. CILS supplies resources tocomply with the “duty to accommodate” under Canadian Human Rights legislation. As a coordinated service, CILS provides services by direct loans, interlibrary loans with partner agencies, and production of new alternate format materials. This article describes the range of services and technological applications that are used to locate and produce resources to accommodate the students’ needs.

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Vemali, Appalaswami Naidu. "Usage Pattern of Library Services in Degree College Libraries in Visakhapatnam District: A Survey." Indian Journal of Information Sources and Services 10, no. 1 (May 5, 2020): 18–26. http://dx.doi.org/10.51983/ijiss.2020.10.1.482.

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The present study deals with the user’s attitude towards the usage of library services in degree college libraries in Visakhapatnam District, Andhra Pradesh. The primary data collected through a questionnaire, distributed 1485 respondents and received only 1100 respondents, the response rate is 74%. The study mainly focuses on usage level of various library services available in sample degree colleges. The results showed that the students prefer to use book borrowing service heavily as compared to other library services. It is followed by reprographic service, reference service, internet services, selective dissemination of information service, and current awareness service at the second, third, fourth, fifth, and sixth ranks, respectively.

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Mensah, Isaac Kofi, and Chuanyong Luo. "Exploring Factors Determining Chinese College Students' Satisfaction With E-Government Services." Information Resources Management Journal 34, no. 3 (July 2021): 1–20. http://dx.doi.org/10.4018/irmj.2021070101.

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This study explored the factors determining students' satisfaction with electronic government services. The population of the study was 411 college students in Ganzhou City, Jiangxi Province, China. The technology acceptance model (TAM) was used as the research model and structural equation modeling (SEM) using Smart PLS 3.0 for the statistical analysis. The results showed that perceived usefulness, perceived ease of use, student trust, content quality, and service quality were significant determinants of student satisfaction with e-government services. Both content quality and service quality were significant predictors of the perceived usefulness of e-government services. Importantly, the study revealed that student satisfaction with e-government services was significant in influencing student intention to recommend e-government services adoption. The managerial consequences of these research outcomes on the development and diffusion of electronic government are deliberated.

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Tamulienė, Rasa. "Adjusting College Students’ Support Services to Students’ Type: Lithuania's Case." Procedia - Social and Behavioral Sciences 141 (August 2014): 438–46. http://dx.doi.org/10.1016/j.sbspro.2014.05.077.

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Yu, Huina, Guihong Zhang, Jiali Liu, and Kai Li. "Intelligent Knowledge Service System Based on Depression Monitoring of College Students." International Journal of Emerging Technologies in Learning (iJET) 14, no. 12 (June 27, 2019): 71. http://dx.doi.org/10.3991/ijet.v14i12.10702.

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The number of college students suffering from depression has increased in recent years. In order to help the college student administration departments understand students' psychological state of depression better and keep college students mentally healthy through mental health services, this paper studies an intelligent monitoring system for depression. Different from previous researches, this study, based on the cloud services platform, incorporates three indicators closely related to depression-sleeping, exercise and heart rate-into the monitoring database subsystem and establishes a relatively macroscopic intelligent knowledge service system for depression monitoring of college students. It uses the Mobile Material Link Device (MMLD) to collect data and information to monitor and analyze the changes in the depression status of college students dynamically, which also provides timely warnings and a chain of personalized intelligent knowledge services based on individuals’ depression status.

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Crowther, A., A. Taylor, R. Toney, S. Meddings, T. Whale, H. Jennings, K. Pollock, et al. "The impact of Recovery Colleges on mental health staff, services and society." Epidemiology and Psychiatric Sciences 28, no. 5 (October 23, 2018): 481–88. http://dx.doi.org/10.1017/s204579601800063x.

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AbstractAimsRecovery Colleges are opening internationally. The evaluation focus has been on outcomes for Recovery College students who use mental health services. However, benefits may also arise for: staff who attend or co-deliver courses; the mental health and social care service hosting the Recovery College; and wider society. A theory-based change model characterising how Recovery Colleges impact at these higher levels is needed for formal evaluation of their impact, and to inform future Recovery College development. The aim of this study was to develop a stratified theory identifying candidate mechanisms of action and outcomes (impact) for Recovery Colleges at staff, services and societal levels.MethodsInductive thematic analysis of 44 publications identified in a systematised review was supplemented by collaborative analysis involving a lived experience advisory panel to develop a preliminary theoretical framework. This was refined through semi-structured interviews with 33 Recovery College stakeholders (service user students, peer/non-peer trainers, managers, community partners, clinicians) in three sites in England.ResultsCandidate mechanisms of action and outcomes were identified at staff, services and societal levels. At the staff level, experiencing new relationships may change attitudes and associated professional practice. Identified outcomes for staff included: experiencing and valuing co-production; changed perceptions of service users; and increased passion and job motivation. At the services level, Recovery Colleges often develop somewhat separately from their host system, reducing the reach of the college into the host organisation but allowing development of an alternative culture giving experiential learning opportunities to staff around co-production and the role of a peer workforce. At the societal level, partnering with community-based agencies gave other members of the public opportunities for learning alongside people with mental health problems and enabled community agencies to work with people they might not have otherwise. Recovery Colleges also gave opportunities to beneficially impact on community attitudes.ConclusionsThis study is the first to characterise the mechanisms of action and impact of Recovery Colleges on mental health staff, mental health and social care services, and wider society. The findings suggest that a certain distance is needed in the relationship between the Recovery College and its host organisation if a genuine cultural alternative is to be created. Different strategies are needed depending on what level of impact is intended, and this study can inform decision-making about mechanisms to prioritise. Future research into Recovery Colleges should include contextual evaluation of these higher level impacts, and investigate effectiveness and harms.

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Carey, John, and Ajatshatru Pathak. "Reference Mode Preferences of Community College (Two-Year) and Four-Year College Students: A Comparison Study." Evidence Based Library and Information Practice 12, no. 1 (March 15, 2017): 50. http://dx.doi.org/10.18438/b8vw40.

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Abstract Objective – The purpose of this study was to examine the reference service mode preferences of community college (two-year) and four-year college students. Methods – The researchers administered a paper-based, face-to-face questionnaire at two institutions within the City University of New York system: Hunter College, a senior college, and Queensborough Community College, a two-year institution. During the summer of 2015, the researchers surveyed 79 participants, asking them to identify their most and least preferred mediums for accessing library reference services. Results – Nearly 75% of respondents expressed a preference for face-to-face reference, while only about 18% preferred remote reference services (online chat, e-mail, text message, and telephone). Close to 84% of the participants cited remote reference services as their least preferred modes and slightly more than 10% said this of face-to-face. The data reveal a widespread popularity of face-to-face reference service among all types of participants regardless of institutional affiliation, age, gender, academic level, field of study, and race or ethnicity. Conclusion – This study suggests that given the opportunity academic library users will utilize face-to-face reference service for assistance with research assignments. Academic libraries at both two-year and four-year institutions might consider assessing user views on reference modes and targeting support toward services that align with patron preferences.

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Sun, Shichao, Yuanqian Liu, Yukun Yao, Zhengyu Duan, and Xiaokun Wang. "The Determinants to Promote College Students’ Use of Car-Sharing: An Empirical Study at Dalian Maritime University, China." Sustainability 13, no. 12 (June 10, 2021): 6627. http://dx.doi.org/10.3390/su13126627.

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Sustaining the development of car-sharing is considered an efficient way to counter environmental issues worldwide. Against this background, college students are recognized as a promising customer group of car-sharing service providers in China. However, the determinants that promote students’ willingness to use car-sharing services are rarely studied, and the uniqueness of college students in China in the context of car-sharing is justified. Therefore, this paper examines the key factors that affect Chinese college students’ adoption of car-sharing. An empirical study using samples from Dalian Maritime University was conducted, and survey data were collected via the Internet. Specifically, respondents’ socio-demographics were obtained, and their latent attitudes on car-sharing services were measured in terms of willingness to use car-sharing services, perceived usefulness, perceived ease of use and safety concerns. In addition, nine hypothetical travel scenarios were defined, and regarding each travel scenario, the respondents were asked to state whether they were willing or not to use car-sharing services. On this basis, a hybrid logit model was established to investigate the key factors that influenced the willingness to use car-sharing services. Aside from the common findings in line with previous studies, the results indicate that with the increase in the number of travel fellows, willingness to use car-sharing services went up. Furthermore, college students’ willingness to use car-sharing services was significantly affected by money costs rather than time costs. Additionally, college students in China are more likely to use car-sharing services during workday off-peak hours and weekends. Separately, among the respondents’ latent attitudes, only the perceived usefulness of car-sharing services was found to have a significant and positive impact on students’ willingness to use them. Relevant policy implications with regards to theoretical findings are also offered in this paper to car-sharing service providers in China.

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Brigham, Cathy, and Rebecca Klein-Collins. "Going online to make learning count." International Review of Research in Open and Distributed Learning 12, no. 1 (January 31, 2011): 139. http://dx.doi.org/10.19173/irrodl.v12i1.940.

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Adult students often come to higher education with college-level learning that they have acquired outside of the classroom – from the workplace, military service, self-study, or hobbies. For decades, many forward-thinking colleges and universities have been offering services to evaluate that learning and award it college credit that counts towards a degree. However, for a range of reasons, not every institution can offer prior learning assessment (PLA) in every discipline or for every student. With funding from several U.S. philanthropic organizations, the Council for Adult and Experiential Learning (CAEL) is launching Learning Counts, a national online service that will offer students a range of opportunities to have their learning evaluated for college credit. This online service will expand the capacity of institutions offering PLA to students and provide an efficient and scalable delivery mechanism for the awarding of credit through PLA.

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Megivern, Deborah. "Disability Services and College Students with Psychiatric Disabilities." Journal of Social Work in Disability & Rehabilitation 1, no. 3 (June 2002): 25–41. http://dx.doi.org/10.1300/j198v01n03_04.

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Mou, Jian, Dong-Hee Shin, and Jason F. Cohen. "Tracing College Students’ Acceptance of Online Health Services." International Journal of Human–Computer Interaction 33, no. 5 (October 7, 2016): 371–84. http://dx.doi.org/10.1080/10447318.2016.1244941.

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Lai, Yung-Lien. "College Students’ Satisfaction with Police Services in Taiwan." Asian Journal of Criminology 11, no. 3 (December 22, 2015): 207–29. http://dx.doi.org/10.1007/s11417-015-9227-9.

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Figueroa, Chantal, Yi Zheng, and Joshua Adams. "Beliefs About Psychological Services Among Guatemalan College Students." Journal of Multicultural Counseling and Development 48, no. 1 (January 2020): 44–57. http://dx.doi.org/10.1002/jmcd.12163.

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Prabowo, Harjanto. "Pengaruh Lingkungan Individu Mahasiswa dan Kinerja Bauran Pemasaran Perguruan Tinggi terhadap Proses Keputusan Mahasiswa dan Nilai Jasa Pendidikan Tinggi Komputer." Binus Business Review 2, no. 2 (November 30, 2011): 659. http://dx.doi.org/10.21512/bbr.v2i2.1505.

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Colleges offering computer education are increasing, especially with the widespread use of information technology in all fields. This paper presents the results of research that aims to uncover the level of service marketing mix of performance conformity with the interests of education and expectations of students. Research conducted descriptive, while the research method used is the method of explanatory survey of 770 students and 54 leaders from computer private colleges in Jakarta. The results showed that the individual's environment is more influential on the decision process of selecting college students compared the performance of education services marketing mix. There is a gap between the performance of the marketing mix of educational services with the level of expectation and perceived level of student interest. Therefore, leaders of computer private colleges in Jakarta should pay attention to changes in consumer behavior to marketing mix program of education services can further enhance the value of education services.

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Chandler, Quaneshia S. "The negative stereotypes about mental health, and African-American College students’ willingness to seek counseling." Global Journal of Psychology Research: New Trends and Issues 9, no. 2 (September 30, 2019): 32–42. http://dx.doi.org/10.18844/gjpr.v9i2.4208.

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Mental health issues, such as excessive stress, anxiety and depression, are common among the college students. Students from minority populations disproportionally experience these issues, which impacts their overall functioning. It is well known that African Americans and others underutilise mental health service and are more likely to discontinue services even when they seek such services. Given this observation, the present study examines the attitude of African American college students towards seeking mental health services. Specifically, the study will highlight negative stereotypes attached to seeking mental health services, and how these impact the willingness of African American college students to seek mental health services. The study will explore ways to combat these negative stereotypes. Additionally, the study will also discuss the many barriers that come in to play with African Americans in seeking mental health opportunities. Keywords: Stereotypes, African Americans, mental Health, counseling, willingness.

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., N. C. H. Varadaraju. "Use of Library Resources and Services at Stanley College of Engineering and Technology for Women, Hyderabad: A Case Study." Indian Journal of Information Sources and Services 8, no. 1 (May 5, 2018): 46–53. http://dx.doi.org/10.51983/ijiss.2018.8.1.504.

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Engineering college libraries play an important role in imparting quality education to the undergraduate and postgraduate students and researchers of engineering. This study aimed at frequency of library usage, the extent of use of library resources and services by the students and faculty. The level of satisfaction against library resources and service, the problems faced while using the library resources and services. A questionnaire was randomly given to 100 students and faculty of the college. A total of 92 filled in questionnaires returned to researcher. i.e. the response rate is 92%. It is suggested that college library should take initiative to counter problems expressed by users to provide effective and efficient library and information services to the clientele and it would in turn help faculty, students.

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Warshaw, Janice Smith, Peter Crume, and Hilda Pinzon-Perez. "Impact of Service-Learning on Hispanic College Students: Building Multi-cultural Competence." International Journal of Multicultural Education 22, no. 3 (December 31, 2020): 50. http://dx.doi.org/10.18251/ijme.v22i3.2413.

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This article explores the experiences of Spanish-speaking heritage language university students in a sign language interpreting program who were enrolled in service-learning classes. In the service-learning classes, the students partnered with a community service-agency for the deaf that provided intervention services to Spanish-speaking families with deaf children. The findings indicate that the students developed a deeper awareness of their own multicultural and multilingual identity. Moreover, the students gained authentic experiences in brokering linguistic and cultural differences between the American deaf and Hispanic communities in an effort to enhance intervention services for the deaf Hispanic children.

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Roux, Anne M., Paul T. Shattuck, Jessica E. Rast, Julianna A. Rava, Amy D. Edwards, Xin Wei, Mary McCracken, and Jennifer W. Yu. "Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences." Autism Research and Treatment 2015 (2015): 1–10. http://dx.doi.org/10.1155/2015/391693.

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Approximately 80% of college-going youth with autism in the US attend a 2-year college at some point. These community-based, universally accessible institutions offer both academic and vocational courses and have experience in teaching diverse learners. This study used nationally representative survey data from the National Longitudinal Transition Study-2 to describe the characteristics and services experiences of adults with autism who attended postsecondary education after high school, focusing on those who attended a 2-year college. Over 60% of those who attended 2-year colleges had little to no trouble conversing or performing functional skills like counting change during high school, and extracurricular participation was common (93.8%). Most 2-year college attenders (85.7%) were able to navigate to places outside the home versus 43.9% of those with no postsecondary education. Over half took vocational courses at 2-year colleges, while one-quarter pursued academic study. Less than half (48.6%) of those who disclosed their disability to the school reported receiving services, accommodations, or other help. Most (87.3%) felt they received enough help, but fewer (68.0%) felt the services they received were useful. Future research should delineate specific needs of students with autism in 2-year college settings and identify what supports are needed to improve persistence and completion rates.

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Almekhlafi, Abdul-Wasea Abdul-Ghani, and Galal Abdulqader Ahmed Alashaari. "The degree of satisfaction of preparatory year students regarding academic guidance services at prince Sattam bin Abdul-Aziz university: A case study." International Journal of ADVANCED AND APPLIED SCIENCES 8, no. 4 (April 2021): 17–22. http://dx.doi.org/10.21833/ijaas.2021.04.003.

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The focus of this study is to examine the students’ degree of satisfaction towards the academic counseling or guidance services during the preparatory year at Prince Sattam bin Abdulaziz University for the academic year 2020-2021 and report the difference, if any, in the level of this satisfaction based on the difference of the students’ gender. This study used a self-administered survey as an instrument for data collection. The final sample consists of 440 students in Medical and Engineering Colleges. We find that there is a moderate level of satisfaction towards the services of academic guidance offered to the students. In addition, we find that there is a significant difference in the level of satisfaction towards the services of academic guidance by the gender at 5% level. The findings of this study are important for policymakers at the university and college levels. This study suggests that the colleges should increase their academic guidance services offered to students during their studying the preparatory year. Moreover, unifying the level of academic guidance services provided to both male and female sections in a manner to achieve the quality of this service provided to male and female students.

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Massis, Bruce. "Secondary school students in college – the library’s role." New Library World 116, no. 1/2 (January 12, 2015): 104–7. http://dx.doi.org/10.1108/nlw-08-2014-0104.

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Purpose – The purpose of this column is to examine the environment by which secondary students can avail themselves of college library resources when they are enrolled in a dual enrollment program. Design/methodology/approach – This column presents the literature review and commentary on this topic that has been addressed by professionals, researchers and practitioners. Findings – Colleges present the dual enrollment opportunity to secondary school students as an educational “entitlement”. An additional benefit is providing access to supplementary instruction and research materials through college library services, thus highlighting the college’s library resources as critical to the teaching and learning process. Originality/value – The value in addressing this issue is to acquaint the reader with several examples of the manner by which the college library can benefit secondary school students enrolled in college courses.

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Koch, Lynn C., Ketevan Mamiseishvili, and Melissa Wilkins. "Integrated Postsecondary Services and Supports for College Students with Psychiatric Disabilities." Journal of Applied Rehabilitation Counseling 48, no. 1 (March 1, 2017): 16–24. http://dx.doi.org/10.1891/0047-2220.48.1.16.

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The enrollment of individuals with psychiatric disabilities in American postsecondary institutions has grown substantially in recent years, and universities and colleges are struggling to meet the treatment and academic support needs of these students that will enable them to achieve their educational goals. In this article we examine (a) the in-college experiences (e.g., substance use, use of campus mental health services and classroom accommodations, academic integration, social integration) of these students, (b) the role that rehabilitation counselors can play to facilitate student achievement, and (c) emerging practices that have been implemented to better address their needs.

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Gamba, Ryan J., Lana Mariko Wood, Adianez Ampil, Alina Engelman, Juleen Lam, Michael T. Schmeltz, Maria M. Pritchard, et al. "Investigating the Feasibility of a Restaurant Delivery Service to Improve Food Security among College Students Experiencing Marginal Food Security, a Head-to-Head Trial with Grocery Store Gift Cards." International Journal of Environmental Research and Public Health 18, no. 18 (September 14, 2021): 9680. http://dx.doi.org/10.3390/ijerph18189680.

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Restaurant delivery services have gained in popularity among college students; however, students participating in the Supplemental Nutrition Assistance Program (SNAP) are not allowed to redeem their benefits via restaurant delivery services. This mixed-methods head-to-head crossover trial assessed whether college students experiencing marginal food security prefer benefits via a grocery store gift card (as a proxy for traditional SNAP benefits) or via a restaurant delivery service gift card of equivalent value, and which type of benefit is more effective at improving food security status. Thirty college students experiencing marginal food security were recruited to receive $80 in cash equivalent benefits to spend over a two-month period in the form of grocery store gift cards and restaurant delivery service gift cards. Participants completed surveys and interviews to measure their food security status and share their experiences with each benefit type. After four months of benefits, 48.3% of participants improved their food security status. However, neither type of benefit was statistically better at improving food security status. Most participants preferred grocery store benefits (89.7%) over restaurant delivery service benefits (10.3%). However, more research is needed to explore whether allowing SNAP recipients to redeem their benefits with restaurant delivery services is a viable mechanism to address food challenges among college students experiencing marginal food security.

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Landrum, R. Eric, Je T'Aime Hood, and Jerry M. McAdams. "Satisfaction with College by Traditional and Nontraditional College Students." Psychological Reports 89, no. 3 (December 2001): 740–46. http://dx.doi.org/10.2466/pr0.2001.89.3.740.

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University students ( N = 433) were surveyed about their satisfaction with a number of campus services and opportunities. Comparisons between traditional (up to 24 years old) and nontraditional (25 years old and older) students indicated the latter valued learning and school opportunities more and appreciated the efforts of their professors in interacting with them and communicating information. A number of similarities were noted. University administrations need to be aware of the important differences between such groups to be able to enhance students' satisfaction.

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Fielstein, Lynda L., and William J. Lammers. "The Relationship of Student Satisfaction With Advising to Administrative Support for Advising Services." NACADA Journal 12, no. 1 (March 1, 1992): 15–21. http://dx.doi.org/10.12930/0271-9517-12.1.15.

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This study revealed that students in a College of Business reported receiving fewer of what were identified as priority advising activities than did students in two other colleges at the same university. Interviews with the associate deans of the three colleges revealed that student satisfaction was related to administrative policies and attitudes, including advisorladvisee ratios.

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Amlani, Salma A., and Eric J. Paulson. "Student Experiences With Academic Services of Community Colleges in India." Journal of College Student Retention: Research, Theory & Practice 22, no. 2 (December 4, 2017): 298–325. http://dx.doi.org/10.1177/1521025117745483.

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The purpose of this multisite case study was to understand students’ experiences of academic services and policies at community colleges (CCs) in India and how they perceived these experiences as impacting their success in college. Participants included 19 students from four CCs across diverse geographical locations in India who agreed to respond to a questionnaire and in-person interviews. Within-case and cross-case analyses of the four CCs were conducted using open coding and themes from Tinto’s attrition model. Four strategies emerged as being used by the CCs for retention and student success purposes: life skills coursework, financial resource support, faculty mentorship, and extracurricular activities. The findings demonstrated that participants perceive the colleges as designing and modifying elements of the college experience to support them in their academic goals.

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Mandeville, Richard G., Douglas L. Stutler, and E. Edward Peeples. "Students' Ratings of College Services and Their Scores on Handwriting Areas." Perceptual and Motor Skills 75, no. 3_suppl (December 1992): 1227–32. http://dx.doi.org/10.2466/pms.1992.75.3f.1227.

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244 student volunteers rated their involvement in eight advising and counseling services at the University of Northern Colorado and gave a sample of their handwriting. On the Student Services Use Questionnaire they rated each service as to use, duration, satisfaction, and effectiveness. Eight measures of handwriting were correlated with the four sets of ratings. Values showing little or no relation to use, duration or effectiveness, but six of the eight correlations with students' satisfaction were significant. The significance was due primarily to larger ovals in nine of the handwritten letters. This enlarged aspect of handwriting may be associated with emotionally immature students.

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Di, Guo Qiang, Wen Li Cao, Rui Luo, and Xiang Qi Zeng. "Analysis Twitter Management Platform of College Enrollment and Employment Services." Advanced Materials Research 627 (December 2012): 903–6. http://dx.doi.org/10.4028/www.scientific.net/amr.627.903.

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Enrollment and employment service is an essential organic component of the higher education teaching process, In this IT era ,with computer popularization and the network technology rapid development, using the advanced technology of computer science to design and manage plays an important role in the development of universities. Twitter is a new Internet media today which attracts the abnormal attention among the world. It has many features, such as interaction, community, immediacy, convenience, originality and back to face and so on. Based on the features of Twitter, it will have great potential to apply Twitter to the modern education of universities, enrollment and employment services, etc. Twitter Management Platform of Enrollment and Employment Services is mainly to provide employment services for college students and do the preparatory work for the recruit of the students who are about to enter the college. Meanwhile it also provides convenience for the interaction among teachers, the interaction among students, the interaction among teachers and students.

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Li, Huanhuan. "Analysis of Contemporary College Students’ Employment Model Based on Logit Model and Machine Learning." E3S Web of Conferences 253 (2021): 02093. http://dx.doi.org/10.1051/e3sconf/202125302093.

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With the emergence of Internet big data, cloud computing, artificial intelligence and other new technologies, employment positions have also undergone profound changes. Small, medium and micro enterprises, new business forms and new models put forward new requirements for employment services in Colleges and universities. Starting from the current situation of College Students’ employment, this paper analyzes the reasons for the difficulty of College Students' employment and discusses how to solve the problem. In view of the group differences in the employment of college graduates, this paper puts forward some countermeasures and suggestions to speed up the development of service industry and promote employment, formulates the long-term strategy for the development of talent training institutions, and constructs an advanced account management system for college students. This paper analyzes the students' self-concept from the aspects of social needs, the change mode of school cultural concept and the lack of professional development. On the issue of College Students' employment, this paper analyzes the characteristics of College Students' employment and the needs of employers with the employment supply and demand as the main line. The results show that up to 26% of the graduates work in enterprises and at least 14% in administrative organs.

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Payton, Fay Cobb, Lynette Kvasny Yarger, and Anthony Thomas Pinter. "Text Mining Mental Health Reports for Issues Impacting Today’s College Students: Qualitative Study." JMIR Mental Health 5, no. 4 (October 23, 2018): e10032. http://dx.doi.org/10.2196/10032.

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Background A growing number of college students are experiencing personal circumstances or encountering situations that feel overwhelming and negatively affect their academic studies and other aspects of life on campus. To meet this growing demand for counseling services, US colleges and universities are offering a growing variety of mental health services that provide support and services to students in distress. Objective In this study, we explore mental health issues impacting college students using a corpus of news articles, foundation reports, and media stories. Mental health concerns within this population have been on the rise. Uncovering the most salient themes articulated in current news and literature reports can better enable higher education institutions to provide health services to its students. Methods We used SAS Text Miner to analyze 165 references that were published from 2010 to 2015 and focused on mental health among college students. Key clusters were identified to reveal the themes that were most significant to the topic. Results The final cluster analysis yielded six themes in students’ mental health experiences in higher education (ie, age, race, crime, student services, aftermath, victim). Two themes, increasing demand for student services provided by campus counseling centers (113/165, 68.5%) and the increased mental health risks faced by racial and ethnic minorities (30/165, 18.2%), dominated the discourse. Conclusions Higher education institutions are actively engaged in extending mental health services and offering targeted outreach to students of color. Cluster analysis identified that institutions are devoting more and innovative resources in response to the growing number students who experience mental health concerns. However, there is a need to focus on proactive approaches to mitigate the causes of mental health and the aftermath of a negative experience, particularly violence and sexual assault. Such strategies can potentially influence how students navigate their health information seeking and how information and communication technologies, including mobile apps, can partially address the needs of college students.

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Stevens, Chad, Elizabeth Schneider, Patricia Bederman-Miller, and Karen Arcangelo. "Exploring The Relationship Between Emotional Intelligence And Academic Stress Among Students At A Small, Private College." Contemporary Issues in Education Research (CIER) 12, no. 4 (October 1, 2019): 93–102. http://dx.doi.org/10.19030/cier.v12i4.10322.

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This research explored the relationship between total-trait emotional intelligence and academic stress among college students at a small, private college. Student total-trait emotional intelligence (TTEI) and university stress scores were significantly correlated. Measures of TTEI and USS are useful for student intervention to impact issues such as attrition. To increase retention, small private colleges benefit significantly from knowing students’ level of academic stress and emotional intelligence. Identifying specific factors and mitigating the adverse effects of these factors allows small colleges the opportunity to provide additional services for students.

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Wang, Xiaojing (Romy), Nick Joyce, and Kang Namkoong. "Investigating College Students’ Intentions to Seek Online Counseling Services." Communication Studies 71, no. 4 (April 15, 2020): 550–67. http://dx.doi.org/10.1080/10510974.2020.1750448.

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Hensleymn, Christopher, Mary Koscheski, and Richard Tewksbury. "College students' attitudes toward inmate programs, services, and amenities." Criminal Justice Studies 16, no. 4 (December 2003): 295–304. http://dx.doi.org/10.1080/0888431032000183498.

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Bersamin, Melina, Deborah A. Fisher, Arik V. Marcell, and Laura J. Finan. "Reproductive Health Services: Barriers to Use Among College Students." Journal of Community Health 42, no. 1 (September 7, 2016): 155–59. http://dx.doi.org/10.1007/s10900-016-0242-2.

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Rafdinal, Wahyu, Iwan Mulyawan, Cahaya Juniarti, and Sharnuke Asrilsyak. "The Decision of Prospective Students to Choose A Vocational College: The Role of the Marketing Mix and Image." SRIWIJAYA INTERNATIONAL JOURNAL OF DYNAMIC ECONOMICS AND BUSINESS 4, no. 4 (January 5, 2021): 279. http://dx.doi.org/10.29259/sijdeb.v4i4.279-288.

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This study aims to analyze the students' decision in choosing a vocational college which is influenced by the marketing mix strategy of vocational colleges and image. The sampling technique was purposive sampling, with a total of 210 respondents. The analysis technique used was SEM PLS. Results showed that the marketing mix strategy of the vocational colleges could influence the decision to choose a vocational college through the image of vocational college. The image directly influences the decision to choosing a vocational college. Education services, education costs, promotions, locations, quality of lecturers and staff, processes, and campus environments support in creating the image and decisions to choose a vocational college.

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Accardo, Amy L., S. Jay Kuder, and John Woodruff. "Accommodations and support services preferred by college students with autism spectrum disorder." Autism 23, no. 3 (February 23, 2018): 574–83. http://dx.doi.org/10.1177/1362361318760490.

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This 2-year study investigated the accommodations and support services preferred by college students with autism spectrum disorder using sequential mixed methods non-experimental survey and semi-structured follow-up interviews. Students with autism spectrum disorder reported using both academic and non-academic supports with frequency (e.g. extended time on exams, transition program), using academic supports in line with other disability populations, and using non-academic supports connecting them one-to-one with a faculty member or coach as preferred (e.g. academic coach, counselor, faculty mentor). Findings suggest a need for university disability service centers, counseling services, and faculty to work together to develop systematic support systems for college students with autism spectrum disorder.

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Journal articles on the topic 'Services for college students'

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