%0 Journal Article
%T Academic probation and companioning: Three perspectives on experience and support
%A Isabelle Arcand *
%A Raymond Leblanc
%J Mevlana International Journal of Education
%D 2011
%I Mevlana University Educational Faculty
%X This qualitative study explored the process of academic companioning as experienced by five undergraduate probationary students and as supported by two professional resource persons. Data was collected through multiple in-depth interviews and analyzed using a threedimensional narrative inquiry space, which provided a fitting framework for a thematic narrative analysis. A document analysis was also used to determine how the conceptual foundation of the academic companioning program aligned with the students¡¯ experience. Our analysis suggests congruence between the multiple sources of data examined. Key findings shed light on the nature of the companion¡¯s role defined by a specific form of guidance and attendance to students¡¯ self-confidence. Findings also illustrate how the program¡¯s structure caters to students experience by facilitating an acknowledgement their own needs, helping them better understand the university context, and offering personal support.
%K academic probation
%K academic companioning
%K experience
%K narrative inquiry
%K document analysis
%U http://mije.mevlana.edu.tr/archieve/issue_1_2/1.mije_11_05.pdf