Fourteenth International Conference on Interdisciplinary Social Sciences

Abstract

The implications of student support on academic development and on experiences of the university have been widely researched. While it is clear from such research that student support services can relate to academic and nonacademic issues and services, academics’ constructions of student support have not been much interrogated. It is assumed that such constructions and academics’ research practices may be similarly informed. This assumption can be based on the existence of institutional policy on student support. However, policy may not accommodate all practical issues related to student support and some academics may either be ignorant of policy in this regard or may interpret policy in different ways. Due to these knowledge gaps, academics that need support may not be identified and that may affect their practices and possible research on student support. For this paper, ten academics were interviewed to contribute knowledge on their constructions and practices of student support in an open distance learning institution. Institutional policy was analysed in relation to academics responses. Findings indicate various understandings of the phenomenon and a need for engaging academics for a foundational starting point of the dynamic student support practices and research.