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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terms <strong>of</strong> demographics, <strong>in</strong>clud<strong>in</strong>g age, gender, ethnicity <strong>and</strong> social class factors,<br />
but also <strong>in</strong> terms <strong>of</strong> personal attributes <strong>and</strong> characteristics, <strong>in</strong>clud<strong>in</strong>g<br />
psychosocial characteristics, learn<strong>in</strong>g styles, abilities, motivation, <strong>and</strong> academic<br />
<strong>and</strong> personal preparedness for <strong>higher</strong> <strong>education</strong>. Accord<strong>in</strong>gly, <strong>student</strong> <strong>affairs</strong><br />
<strong>and</strong> <strong>services</strong> is one <strong>of</strong> <strong>the</strong> most appropriately positioned entities <strong>in</strong> universities to<br />
collect mean<strong>in</strong>gful <strong>student</strong> data <strong>and</strong> for that data to be evaluated, syn<strong>the</strong>sized<br />
<strong>and</strong> placed <strong>in</strong>to research <strong>and</strong> program development. Good, firm data <strong>in</strong>form<br />
<strong>the</strong>oretical development that <strong>in</strong> turn <strong>in</strong>forms practice <strong>and</strong> fur<strong>the</strong>r research.<br />
Some <strong>of</strong> <strong>the</strong> major research <strong>and</strong> quantitative (as well as qualitative) foci <strong>in</strong>clude:<br />
acculturat<strong>in</strong>g curricula; improv<strong>in</strong>g teach<strong>in</strong>g; address<strong>in</strong>g systemic <strong>in</strong>equities <strong>in</strong><br />
enrolment patterns; address<strong>in</strong>g participation, success <strong>and</strong> graduation outcomes;<br />
exam<strong>in</strong><strong>in</strong>g culture-fair assessment <strong>and</strong> evaluation procedures; ensur<strong>in</strong>g equitable<br />
progression <strong>and</strong> learn<strong>in</strong>g outcomes; address<strong>in</strong>g retention issues; ensur<strong>in</strong>g <strong>the</strong><br />
capacity <strong>of</strong> graduates to successfully negotiate <strong>and</strong> undertake careers <strong>of</strong> first<br />
choice, <strong>and</strong> social or environmental surveys.<br />
For example, European <strong>student</strong> <strong>services</strong> agencies are noted for <strong>the</strong>ir regular<br />
social surveys <strong>of</strong> <strong>student</strong>s. In o<strong>the</strong>r parts <strong>of</strong> <strong>the</strong> world <strong>the</strong>se studies are called<br />
environment or <strong>student</strong> needs studies. It is recommended that a comprehensive<br />
<strong>and</strong> extensive study <strong>of</strong> <strong>the</strong> social <strong>and</strong> economic liv<strong>in</strong>g conditions <strong>of</strong> <strong>student</strong>s be<br />
carried out on a regular basis (at least once every 3-4 years). The aim is to<br />
<strong>in</strong>itiate <strong>the</strong> collection <strong>of</strong> long-term trends <strong>in</strong> socio-economic conditions faced by<br />
<strong>student</strong>s with particular <strong>in</strong>terest directed toward <strong>the</strong> <strong>in</strong>teraction between social<br />
framework conditions <strong>and</strong> <strong>the</strong> studies <strong>the</strong>mselves. These surveys can also<br />
provide <strong>the</strong> opportunity to review exist<strong>in</strong>g <strong>student</strong> <strong>services</strong> structures <strong>and</strong><br />
programs look<strong>in</strong>g particularly at <strong>the</strong> op<strong>in</strong>ions <strong>of</strong> <strong>student</strong>s <strong>and</strong> how important<br />
<strong>the</strong>se programs/<strong>services</strong> are from <strong>the</strong>ir perspective. The follow<strong>in</strong>g areas are<br />
examples <strong>of</strong> those that could be covered by a social/environmental study:<br />
• trends <strong>in</strong> <strong>student</strong> numbers, access, participation rates, demographics<br />
• <strong>student</strong> fund<strong>in</strong>g (f<strong>in</strong>ancial aid) <strong>student</strong> <strong>in</strong>come, liv<strong>in</strong>g expenses-spend<strong>in</strong>g<br />
• <strong>education</strong>al assistance <strong>and</strong> support system/progress toward graduation<br />
• choice <strong>of</strong> discipl<strong>in</strong>e, <strong>student</strong> <strong>in</strong>terest patterns, impact <strong>of</strong> advis<strong>in</strong>g<br />
• study conditions, time spent on study<strong>in</strong>g, use <strong>of</strong> leisure time<br />
• commuter/married <strong>student</strong> needs, e.g., child care, transportation, park<strong>in</strong>g<br />
• <strong>in</strong>ternationalisation <strong>of</strong> <strong>the</strong> <strong>student</strong> experience, global attitudes <strong>of</strong> <strong>student</strong>s<br />
• impacts <strong>of</strong> career counsell<strong>in</strong>g, health <strong>services</strong>, social issues on college life<br />
• impact <strong>of</strong> employment on success <strong>in</strong> <strong>higher</strong> <strong>education</strong><br />
• accommodation (hous<strong>in</strong>g), eat<strong>in</strong>g habits <strong>and</strong> food <strong>services</strong><br />
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