Supporting Those Who Provide Support: What Do University Student-Facing Staff Say About Training for Working with Diverse Cohorts?

Article


Kilmartin, Samantha, McCredie, Tessa, Baker, Sally, Laffernis, Farhana and Due, Clemence. 2024. "Supporting Those Who Provide Support: What Do University Student-Facing Staff Say About Training for Working with Diverse Cohorts?" Student Success. 15 (1), pp. 73-85. https://doi.org/10.5204/ssj.3085
Article Title

Supporting Those Who Provide Support: What Do University Student-Facing Staff Say About Training for Working with Diverse Cohorts?

ERA Journal ID123437
Article CategoryArticle
AuthorsKilmartin, Samantha, McCredie, Tessa, Baker, Sally, Laffernis, Farhana and Due, Clemence
Journal TitleStudent Success
Journal Citation15 (1), pp. 73-85
Number of Pages13
Year2024
PublisherQueensland University of Technology
ISSN1838-2959
2205-0795
Digital Object Identifier (DOI)https://doi.org/10.5204/ssj.3085
Web Address (URL)https://studentsuccessjournal.org/article/view/3085
AbstractIncreasing access for underrepresented cohorts to higher education has long been a priority internationally, and Australia is no exception. While universities offer a range of services in the areas of Equity, Career Development and Academic Advising (ECDAA) to support student success, there is little understanding of how these student-facing support staff are supported to work with diverse student cohorts. This is particularly the case when working with cultural and linguistic marginalised (CALM) students such as international students, refugees or migrants. This article examines the differing levels of knowledge and experience ECDAA practitioners’ have in working with culturally and linguistically diverse students in Australian universities, and the challenges practitioners face in accessing professional development to support them in their roles. While the importance of tailoring support services to meet the needs of diverse student cohorts is recognised, our findings highlight the need to provide ongoing professional development to support practitioners in the delivery of nuanced support services to CALM students.
Keywordsacademic advising; Diversity; Culturally and Linguistically Marginalised;; student support; equity practice
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 20203999. Other Education
Byline AffiliationsGriffith University
University of Southern Queensland
Australian National University
University of New South Wales
University of Adelaide
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