Institutional approaches to ensuring academic success: a comparative analysis of practices at universities in the United States and Europe

- Джурило, Аліна Петрівна (orcid.org/0000-0002-5129-6724) and Комар, Олег Станіславович (orcid.org/0000-0001-8071-3905) (2025) Institutional approaches to ensuring academic success: a comparative analysis of practices at universities in the United States and Europe Суспільство та національні інтереси, 12 (20). pp. 288-299. ISSN 3041-1572

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Abstract

The article is devoted to a comparative analysis of institutional approaches to ensuring academic success and comprehensive support for students at universities in the United States and European countries. The authors make a thorough theoretical distinction between the concepts of ‘student services,’ ‘student support services,’ and ‘academic success centres,’ outlining their place in the modern structure of higher education. The paper emphasises that university support systems play a key role in reducing the risk of academic attrition, especially among students from disadvantaged groups, as well as providing guidance in curriculum planning and the formation of individual educational trajectories. The study found that the American model of Academic Success Centres (ASC) is highly structured, evidence-based and integrated into the broader student affairs system, while European practices are characterised by considerable variability, national specificity and fragmentation, but demonstrate active development in the direction of comprehensiveness and inclusiveness. Based on a review of scientific works by Ukrainian, American and European researchers, key trends in providing institutional support to students have been demonstrated, which consist in strengthening psychological and academic support, internationalisation, the development of academic coaching, digital platforms and student welfare services. The article substantiates the need for further study of the possibilities of adapting American experience to the European and Ukrainian contexts and identifies potential areas for improvement of institutional student support systems. It concludes that despite the differences between American and European institutional policies, current trends show a gradual convergence of approaches, manifested in the formation of a ‘holistic student support model’ that covers educational, social, psychological, and everyday aspects. The mutual study of US and European experiences creates significant potential for optimising institutional support, as the American system can be enriched by European practices of inclusion and student welfare, while European universities can adapt structured mechanisms of early intervention, academic coaching and educational analytics.

Item Type:	Article
Keywords:	Higher education, universities, academic success centres, student support services, USA, Europe, academic performance, activities, management.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 32 Politics Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute of Pedagogics > Department of Comparative Pedagogy
Depositing User:	Аліна Петрівна Джурило
Date Deposited:	15 Dec 2025 19:33
Last Modified:	15 Dec 2025 19:33
URI:	https://lib.iitta.gov.ua/id/eprint/747669

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