the role of student affairs and services in higher education
the role of student affairs and services in higher education
the role of student affairs and services in higher education
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SECTION II – BASIC PRINCIPLES, VALUES, AND BELIEFS THAT<br />
UNDERPIN AN EFFECTIVE STUDENT AFFAIRS AND SERVICES<br />
PROGRAM IN HIGHER EDUCATION<br />
In order for any part <strong>of</strong> <strong>the</strong> <strong>higher</strong> <strong>education</strong> enterprise to be <strong>of</strong> top quality <strong>and</strong><br />
to be consistently applied, it must be founded on a set <strong>of</strong> pr<strong>in</strong>ciples <strong>and</strong> values<br />
that take <strong>in</strong>to consideration <strong>the</strong> expressed needs <strong>and</strong> choices <strong>of</strong> its clients (<strong>the</strong><br />
primary clients are <strong>student</strong>s). The Manual concerns itself with <strong>student</strong> <strong>affairs</strong><br />
<strong>and</strong> <strong>services</strong> that may be required to assure that <strong>student</strong>s will be successful<br />
learners <strong>in</strong> <strong>the</strong> academy. While pr<strong>of</strong>essional pr<strong>in</strong>ciples, values, <strong>and</strong> beliefs may<br />
vary depend<strong>in</strong>g on <strong>the</strong> region/country <strong>of</strong> orig<strong>in</strong>, <strong>the</strong> beliefs outl<strong>in</strong>ed <strong>in</strong> <strong>the</strong> Manual<br />
have nearly universal appeal <strong>and</strong> allow <strong>the</strong> reader to see how <strong>the</strong>y might apply<br />
to <strong>the</strong> creation <strong>and</strong> ongo<strong>in</strong>g assessment <strong>of</strong> <strong>student</strong> <strong>affairs</strong> <strong>and</strong> <strong>services</strong> <strong>in</strong> <strong>higher</strong><br />
<strong>education</strong> anywhere. Here are those pr<strong>in</strong>ciples, values, <strong>and</strong> beliefs:<br />
PURPOSE AND PARTNERSHIPS<br />
• Higher <strong>education</strong> <strong>and</strong> <strong>student</strong> <strong>affairs</strong> <strong>and</strong> <strong>services</strong>, as <strong>in</strong>tegral partners <strong>in</strong><br />
provid<strong>in</strong>g <strong>services</strong> <strong>and</strong> programs, must be <strong>student</strong> centred <strong>and</strong> <strong>in</strong>clude<br />
<strong>student</strong>s as partners <strong>and</strong> responsible stakeholders <strong>in</strong> <strong>the</strong>ir <strong>education</strong>.<br />
Students must be at <strong>the</strong> table with o<strong>the</strong>r <strong>higher</strong> <strong>education</strong> decision-makers at<br />
<strong>the</strong> <strong>in</strong>stitution, government, <strong>and</strong> UNESCO levels <strong>in</strong>clud<strong>in</strong>g follow-up<br />
conferences <strong>and</strong> meet<strong>in</strong>gs related to <strong>the</strong> WCHE. Students have <strong>the</strong> right <strong>and</strong><br />
responsibility to organize <strong>the</strong>mselves to participate <strong>in</strong> governance <strong>and</strong> to<br />
pursue <strong>the</strong>ir personal <strong>and</strong> social <strong>in</strong>terests.<br />
• Partnerships with all sectors with<strong>in</strong> <strong>and</strong> immediately outside <strong>higher</strong> <strong>education</strong><br />
must be established to promote not only life-long learn<strong>in</strong>g, but also learn<strong>in</strong>g<br />
for life. These partnerships <strong>in</strong>clude <strong>student</strong>s, faculty, staff, alumni, parents,<br />
employers, social service agencies, primary <strong>and</strong> secondary <strong>education</strong>,<br />
government agencies, <strong>and</strong> local, national, regional, <strong>and</strong> global communities.<br />
• Student <strong>affairs</strong> <strong>and</strong> <strong>services</strong> must be delivered <strong>in</strong> a manner that is seamless,<br />
mean<strong>in</strong>gful, <strong>and</strong> <strong>in</strong>tegrated with <strong>the</strong> academic mission <strong>of</strong> <strong>the</strong> <strong>in</strong>stitution.<br />
These practices <strong>and</strong> result<strong>in</strong>g policies must be built upon sound pr<strong>in</strong>ciples <strong>and</strong><br />
research, <strong>and</strong> carried out by partner<strong>in</strong>g with <strong>the</strong> entire campus community.<br />
• Student <strong>affairs</strong> <strong>and</strong> <strong>services</strong> pr<strong>of</strong>essionals are key players <strong>in</strong> turn<strong>in</strong>g <strong>the</strong> “bra<strong>in</strong><br />
dra<strong>in</strong>” <strong>in</strong>to a “bra<strong>in</strong> ga<strong>in</strong>” for all nations. This requires partnerships at <strong>the</strong><br />
national <strong>and</strong> <strong>in</strong>ternational levels.<br />
• Student <strong>affairs</strong> <strong>and</strong> <strong>services</strong> pr<strong>of</strong>essionals must cont<strong>in</strong>ue to partner with <strong>the</strong>ir<br />
colleagues abroad through exchanges, conferences, sem<strong>in</strong>ars, <strong>and</strong> research.<br />
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