the role of student affairs and services in higher education

MODEL AND THEORETICAL FRAMEWORK
From the knowledge of students subsequently comes the development of a
model that will help make sense of that information about and behavior of the
diverse student population as individuals and as sub-groups. Whether individuals
wish to use or adapt one of the existing models in the area of student
development and success or create their own version better attuned to the
cultural context, it is essential that structure and strategy be brought to bear on
our knowledge of our students.
Student affairs and services staff must be able to understand and, to a certain
measure, predict the effect of various programs and activities on their student
clientele. Rather than reacting to particular situations, the use of a model
encourages staff to view their efforts within the context of a global effort and
better understand the importance of their specific role in the organization.
PROGRAMMING
The staff needs to be able to translate concepts into programs and activities.
They must be capable of identifying specific needs and designing programs to
respond to these. This strategy ensures that other stakeholders can readily
understand as well as contextualize the work of student affairs and services staff
and that any activity can easily be explained to all concerned.
According to the particular area of responsibility, programming skills may need to
be highly specialized. General organizational skills are quite appropriate for those
working in the area of student activities but additional professional skills are
required for those involved in study and learning skills, student academic
success, counseling, and career advice.
INTERPERSONAL SKILLS
The central focus of student affairs and services being students, staff must be
accomplished in dealing with individuals and must possess superior
communication skills, including listening. Additionally, they must be cognizant
and understand the growing diversity among student populations. One key to
successful programming is the ability to interact easily with a variety of people
and personalities. Failure to seek out and nurture staff in the development of
these people skills can have disastrous effects on the climate of any campus.
In order to play a role in the growth process of individuals registered in higher
learning institutions, the staff needs to interact on a one-to-one basis with a wide
spectrum of students. Whether the issues involve values clarification, career
decisions or leadership development, significant change usually comes on a
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