Student Services and Student Success

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TABLE OF CONTENTS

I. Introduction ………………………….………………..2 II. A Successful Student …………………………..……2 III. Student Services …………………………………….4 IV. Student Services and Student Success ……………7
V. Relevance of the review of Related Literature ……10
VI. References ……………………………………………11

REVIEW OF RELATED LITERATURE

INTRODUCTION

The literature review tackles on the research problem: “School Services: Its Role in and Contribution to College Student Success”. It includes researches done on school services and student success. The organization of this review is on the order of answering the research questions. A SUCCESSFUL STUDENT

The first research question is: What are the indicators of college student success? The review will look into (a) the definition of student success, and (2) how schools particularly in higher educational institutions measure student success. What does it take to be successful? As what students would always ask as soon as they enter college life. But how do we describe a successful student? According to Zepke, Leach, and Butler (2011) student success is “variously understood as engagement, persistence, completion, graduation and entry to employment” (p.227). But not merely limited to achieving high scores in an exam but to put in a deeper sense, success covers a wider aspect in a student’s life. In the article, The Thriving Quotient by Shreiner (2010) common notion equates student success with academic performance and persistence to graduation. She further emphasizes that for those “who have worked extensively with students know that there is more to a successful college experience than grades and graduation” (p.3). There is an empirical factor that drives students to succeed. There is the existence of a thriving quotient, where thriving is “describing the experiences of college students who are fully engaged intellectually, socially, and emotionally” (p.4). These thriving students will have a deeper sense of fulfillment that extends beyond academics but with other aspects of learning as well. This will allow them to gain more than mere conceptual ideas but experiential learning too. And in order to help institutions measure their effectiveness in providing students with worthwhile college experiences, she developed an instrument that measures thriving. Analyses indicated that thriving is “indeed a distinct construct comprised of: (1) engaged learning, (2) academic determination, (3) positive perspective, (4) diverse citizenship, and (5) social connectedness” (p.5). Institutions, therefore, play an important role in ensuring that students perspective in life is positive, “students with a positive perspective keep trying; even when progress is slow or difficult, they remain confident of their ability to achieve the final outcome and therefore persist in the face of challenges” (p.7). Moreover, the students should be given an opportunity to “envision a bright future for themselves, and this image serves to motivate them to persevere when the going gets tough” (p.8). Therefore, higher institutions should focus on how students thrive, more than just surviving college life since it connotes a deeper understanding of student success. On the other hand, in Fostering Student Success in the Campus Community, Kramer and Assoc. (2007) explain, student success “takes on a variety of forms and is related to a multitude of characteristics, conditions, indicators, outcomes, and institution-specific factors” (p. 433). It takes on different variations depending on the circumstances of the student. Each student has different needs and they face various types of deterrents for success. This implies that different approaches should be laid down and prepared to address these various needs. Another point, higher educational institution should not only look into graduation as their sole basis for student success but rather look into other indicators as well. Bailey (2006, as...
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