the role of student affairs and services in higher education

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personal level and student affairs and services staff members are ideally placed to positively influence this process both in individuals and in the larger context. LEADERSHIP AND MANAGEMENT SKILLS The knowledge of students, the use of a model and theoretical framework, the programming of activities and the use of human resources need to be crafted together in order to define, support and expand the mission of student affairs and services. The end result of this process also will vary depending on local, regional or national circumstances. The establishment of a clear vision, designed to rally and focus efforts of the staff, constitutes the primary task of the individual responsible for student affairs and services. Among the required competencies the staff needs to master in order to properly carry out the mission of their units are the following: 1. curriculum development and program design 2. budget development and resource allocation 3. program administration 4. effective operation within the context of institutional governance 5. marketing of accomplishments 6. research, evaluation, and assessment; knowledge of students 7. staff supervision and professional development 8. strategic planning, mission and vision development 11. legal dimensions of working with university/college students 12. integration of appropriate technology into program/service delivery 20
SECTION IV – RESEARCH, EVALUATION, ASSESSMENT, AND STRATEGIC PLANNING IN HIGHER EDUCATION STUDENT AFFAIRS AND SERVICES Fundamental to any profession is the capacity and willingness to objectively assess and evaluate program and service delivery. The student affairs and services profession is no different. This staff of professionals provides a most critical and valuable early warning system to university management on issues affecting students and their social and learning environments. In the forefront of assessment and evaluation is data collection that allows comparison and benchmarking among services. Recently, attention of student affairs and services has turned directly to the improvement of student learning outcomes through educational programming that is intended to facilitate the learning goals of the institution. Thus, outcomes assessment also has become a tool for these staff members. Accordingly, student affairs and services, because of its central mission, is one of the most appropriately positioned entities for the collection of meaningful student data that, once evaluated and understood, can be used in appropriate research and program development. Some of the actual assessment techniques that are commonly used in student affairs and services include mail and on-line surveys, focus groups, individual interviews, writing samples including personal journaling, portfolios, project development, benchmarking, demography, and other comparative studies, and more traditional testing. In order to improve programs and services and determine if students have learned the intended outcomes resulting from those programs and services, information and data are collected to: • determine the effectiveness of promotional material • establish demand, need, focus, and applicability; gauge student satisfaction • assess quality of effort; determine program success rates • benchmark current practices against the best at other institutions • track the number of students attending programs; monitor waiting lists • monitor the sources of student referrals; monitor outside agency referrals • determine student attrition and retention rates; track graduation rates • receive student feedback on key issues and ideas, assess unmet needs • assess campus learning and physical environments; assess learning outcomes • track student employment rates upon graduation RESEARCH AND DATA COLLECTION The higher education system across the globe has increasingly experienced a transition from an elitist system to a mass or nearly universal system, with the result that the traditional view of the student has been changing. Widening participation strategies have seen a diversification of the student body not only in 21
Page 1 and 2: THE ROLE OF STUDENT AFFAIRS AND SER
Page 3 and 4: International Student Services 41 M
Page 5 and 6: BACKGROUND AND INTRODUCTION The Int
Page 7 and 8: through those processes. It uses an
Page 9 and 10: PREAMBLE The World Declaration on H
Page 11 and 12: SECTION I - ASSUMPTIONS In the cont
Page 13 and 14: 6. Ongoing professional development
Page 15 and 16: ACCESS AND DIVERSITY • Higher edu
Page 17 and 18: RESEARCH AND ASSESSMENT • Student
Page 19: MODEL AND THEORETICAL FRAMEWORK Fro
Page 23 and 24: PROFESSIONAL STANDARDS The last thr
Page 25 and 26: SECTION V - STUDENT AFFAIRS/SERVICE
Page 27 and 28: Section (V) will begin with the dis
Page 29 and 30: • To assist students in overcomin
Page 31 and 32: • Organizing specialist mature ag
Page 33 and 34: • Developing and maintaining a ca
Page 35 and 36: • Conducting programs and involve
Page 37 and 38: • To provide consultation and adv
Page 39 and 40: • Coordinating the activities and
Page 41 and 42: Typical Activities - • Providing
Page 43 and 44: • Supporting and encouraging the
Page 45 and 46: Typical Activities - • Explaining
Page 47 and 48: • Offering sport clubs that provi
Page 49 and 50: Typical Activities - • Planning a
Page 51 and 52: SECTION VI - HIGHER EDUCATION STUDE
Page 53 and 54: Student Financial Aid Network (SFAN
Page 55 and 56: Bosnia/Herzegovina - Republic of Bo
Page 57 and 58: National Youth Foundation - Contact
Page 59 and 60: Norsk Studentunion (NSU) - Website:
Page 61 and 62: WORKABLE - Partner under the Workab
Page 63 and 64: Canada Atlantic Association of Coll
Page 65 and 66: Learning Disability Association of
Page 67 and 68: International Union of Students (IU
Page 69 and 70: APPENDICES Appendix A - Writing Tea
Page 71 and 72:
Narbeth R. Emmanuel Vice Chancellor
Page 73 and 74:
Olga Rybalkina - Native of Ukraine
Page 75 and 76:
Appendix B - List of Project Affili
Page 77 and 78:
Janet R. Caldwell Dean of Student L
Page 79 and 80:
Gwendolyn Jordan Dungy Executive Di
Page 81 and 82:
Margaret Hill Senior Policy Adviser
Page 83 and 84:
Michel Leduc Director General, Stud
Page 85 and 86:
Carmen G. Neuberger Executive Direc
Page 87 and 88:
Gregory Roberts Vice President of S
Page 89 and 90:
Paul Snider Psychology Postgraduate
Page 91 and 92:
Howard Wang Asst. Vice President, S
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