the role of student affairs and services in higher education

through those processes. It uses an approach that is flexible on the one hand,
and provides basic standards or guidelines on the other. Members of IASAS
could work cooperatively to facilitate such reviews.
The Manual focuses on ways to build an effective student affairs and services
operation that puts the student at the centre of all efforts by supporting students
in their academic endeavors and enhancing their personal, social, cultural, and
cognitive development. The desired outcomes are the same as those for higher
education in general and include:
• a high quality, well rounded higher learning experience
• improved higher education access regardless of ability/background
• better retention and progress toward graduation; higher graduation rates
• enhanced career/employment prospects and lifelong learning interests
• a life as a responsible, contributing community member and citizen
REVIEW OF CONTENTS OF THE MANUAL
The Manual begins with a Preamble that speaks to the importance of higher
education generally and, more specifically, the importance of focusing on
students as the center of that enterprise. Section I includes the basic
assumptions coming out of the World Declaration on Higher Education (WDHE)
for which connections are made to the idea that meeting student needs through
an effective student affairs and services program is central to the development of
successful higher education outcomes.
The Assumptions section leads into Section II comprised of the Principles,
Values, and Beliefs that form the basis of the student affairs and services field.
These beliefs are what student affairs and services workers diligently work
toward and what is taught to students. They guide us in focusing on
development of appropriate/high impact student services, and comprise the
“road map” followed in presenting the critical services and programs necessary
to enhance student learning outcomes and ensure student success.
The entity of student affairs and services is increasingly recognized as a
professional force of importance in higher education around the world. Entrance
into the profession also will increasingly require preparation and training
commensurate with the duties to be performed and the national context for
higher education. Section III addresses different models of professional
preparation and training as well as ongoing professional development that
assists staff in keeping up with changing students and issues.
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