scholarly journals Predictors of the Effectiveness and Efficiency of Student Affairs and Services (SAS) among Higher Education Institutions (HEI’s)

2021 ◽  
Vol 4 (2) ◽  
pp. 99-117
Author(s):  
Flora H. Salandanan ◽  
Lerma P. Buenvinida ◽  
Marcial M. Bandoy
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Information Dissemination ◽  
Higher Education Institutions ◽  
Student Assessment ◽  
Student Organizations ◽  
Assessment Tools ◽  
Program Specialization ◽  
Flexible Delivery ◽  
Effectiveness And Efficiency

Exploring new innovative and learning modalities is an urgent move of higher education as an option in this pandemic.  As a result, to flexible delivery of Student Affairs and Services as stated in CMO 8 s., 2021, Guidelines on the Implementation of Flexible Delivery of student Affairs and Services, (SAS) programs during the Covid-19 epidemic as the continuity of student services is significant to the overall development of students during this trying time. The predictors of student affairs and services (SAS) performance among higher education institutions (HEIs) were determined using a descriptive-correlational research method. The students in the College of Teacher Education and Student Affairs and services (SAS) Unit head and staff were selected as respondents through stratified random sampling. The findings revealed that the majority of the student respondents are from HEI’s in the Province of Laguna. There is a significant relationship between the students’ affairs services in terms of Information and Orientation Services, Guidance and Counselling Services, Student Training, Student Organizations and Activities, Admission Services, Scholarships and Financial Assistance (SFA) and the effectiveness and efficiency of student affairs services. As recommended, the Guidance and Counselling unit must administer the student assessment tools regularly and periodically to determine the appropriate interventions necessary in the new normal. The promotion of mental health among students through different platforms may intensify more. The HEI’s and SAS may consider strengthening downloadable materials and their contents as means of student orientation and information dissemination; online seminars, workshops, and conferences relative to students’ program, specialization, and other relevant topics; enhance the system of recognition and accreditation, supervision, monitoring of student organizations and evaluation of its activities.

Mixed Foundations: Supporting and Empowering Multiracial Student Organizations

JCSCORE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 54-85
Author(s):  
Victoria K. Malaney ◽  
Kendra Danowski
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Leadership Skills ◽  
Student Organizations ◽  
Mixed Race ◽  
College Campuses ◽  
Institutional Practices ◽  
Working Through

This paper presents an overview of multiracial student organizing and organizations on college campuses. The authors address common challenges that multiracial student organizations face in higher education, how student affairs staff can challenge institutional practices that perpetuate monoracism, and how to support and empower mixed race students to effectively develop strong leadership skills. Several recommendations for working through political and administrative hurdles are also provided.

scholarly journals MODERN ASPECTS OF THE USE OF FOGGY TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATIONAL INSTITUTIONS

2020 ◽  
Vol 50 (1) ◽  
pp. 98-101
Author(s):  
Альона ПРОКОПЕНКО
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Educational Institutions ◽  
Educational Activities ◽  
Innovative Technologies ◽  
Scientific Legacy ◽  
Scientific Laboratory ◽  
Effectiveness And Efficiency ◽  
Scientific Pedagogical

The article considers the issues of improving the managerial and educational activities of higher education institutions through the use of cloudy and foggy innovative technologies. The author of the article on the basis of the analysis of scientific, pedagogical and specialized literature proves the relevance of research in this direction. This scientific legacy presents Google services that are appropriate to use in the educational process to increase its effectiveness and efficiency, as well as the feasibility of organizing and implementing an educational and scientific laboratory of innovative technologies.

scholarly journals Sustainability Assessment and Benchmarking in Higher Education Institutions—A Critical Reflection

2020 ◽  
Vol 12 (2) ◽  
pp. 543 ◽  
Author(s):  
Sandra Caeiro ◽  
Leyla Angélica Sandoval Hamón ◽  
Rute Martins ◽  
Cecilia Elizabeth Bayas Aldaz
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Sustainability Assessment ◽  
Higher Education Institutions ◽  
Integrated Approach ◽  
Assessment Tools ◽  
Whole School ◽  
External Impact ◽  
Whole School Approach ◽  
Impact Of Higher Education

Higher Education Institutions (HEIs) play a crucial role in implementing practices for Education for Sustainable Development (ESD). This implementation should be done in different dimensions according to a holistic and whole-school approach. Different tools have been adapted and developed to assess this integrated approach. The aim of this research is to critically reflect the existing tools to assess and benchmark ESD implementation and to discuss their applicability in two case studies. Two public Universities in Southern Europe, with headquarters in the capitals of Portugal and Spain were selected to assess and compare the integration of ESD according to a whole-school approach—Universidade Aberta in Portugal and Universidad Autónoma de Madrid in Spain. After a critical analysis of the existing tools based on literature review and a list of criteria classified by experts, two tools were selected to be applied in the case studies. The online Sustainability Tracking, Assessment & Rating System Reporting Tool was used in Universidade Aberta and Green Metrics tool was used in Universidad Autónoma de Madrid. The tools were complemented with focus group with key-actors in both universities. The results obtained allowed to identify the need to define a common objective of the assessment tools and limitations they still have. The tools need improvements on their development namely to integrate the external impact of Higher Education Institutions on sustainability, to integrate participatory processes and to assess non-traditional aspects of sustainability. This research hopes to contribute to the continuous research about the usefulness of these assessment and benchmarking tools as drivers to HEIs improve their sustainability performance and their role as agents of changes.

scholarly journals Assessing the Impacts of Higher Education Institutions on Sustainable Development—An Analysis of Tools and Indicators

2018 ◽  
Vol 11 (1) ◽  
pp. 59 ◽  
Author(s):  
Florian Findler ◽  
Norma Schönherr ◽  
Rodrigo Lozano ◽  
Barbara Stacherl
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Natural Environment ◽  
Sustainability Assessment ◽  
Higher Education Institutions ◽  
Local Economy ◽  
Assessment Tools ◽  
Organizational Boundaries ◽  
System A ◽  
Sustainability Assessment Tools

Many higher education institutions (HEIs) have started to incorporate sustainable development (SD) into their system. A variety of sustainability assessment tools (SATs) have been developed to support HEIs to systematically measure, audit, benchmark, and communicate SD efforts. In recent years, stakeholders have increasingly asked HEIs to demonstrate their impacts on SD. These impacts are the direct and indirect effects an HEI has outside of its organizational boundaries on society, the natural environment, and the economy. This study analyzes to what extent SATs are capable of measuring the impacts that HEIs have on SD. A mixed-method approach, using descriptive statistics and an inductive content analysis, was used to examine 1134 indicators for sustainability assessment derived from 19 SATs explicitly designed for application by HEIs. The findings reveal that SATs largely neglect the impacts HEIs have outside their organizational boundaries. SATs primarily use proxy indicators based on internally available data to assess impacts and thus tend to focus on themes concerning the natural environment and the contribution to the local economy. Updating existing SATs and developing new ones may enable HEIs to fully realize their potential to contribute to SD.

scholarly journals Training, Strengthening and Development of School Organizations Based on Entrepreneurship

2020 ◽  
Vol 1 (1) ◽  
pp. 14-22
Author(s):  
Didin Hadi Saputra ◽  
M. Nasuhi ◽  
Dhandi Hidayatullah ◽  
Mikyarul Ilmy ◽  
Hidayatullaely Hidayatullaely ◽  
...  
Keyword(s):  
Higher Education ◽  
Community Development ◽  
Community Service ◽  
Higher Education Institutions ◽  
Student Organizations ◽  
Academic Activity ◽  
Training Development ◽  
Service Activities ◽  
School Organizations ◽  
The University

Implementation of community service activities for Higher Education Institutions is a necessity and an obligation. This is the breath of an academic activity in the Tri Dharma College. This service was attended by representatives of academics, students and service partners of the University of Nahdlatul Wathan Mataram, namely Madrasah Aliyah Nahdlatul Wathan Lenek Lauk, the purpose of this service was to foster independence in applying science in the community. The solution offered by the service team is to provide ongoing assistance for partners, namely student organizations in the target schools. The method used is to provide assistance during activities, and continue activities that have not been completed with further activities. The activity began with the introduction of each member of the service, and introduced the aims and objectives of the service itself, namely for training, development, and challenges in community development in the fostered partner school of the Faculty of Administrative Sciences, Nahdlatul Wathan University, Mataram. In this dedication activity, it gives a pretty good hope, especially for partners, namely learning how to become an agent or pilot location in each service held by the Faculty of Administrative Sciences, Nahdlatul Wathan University, Mataram

scholarly journals Integrating International Graduate Students on Campus: The Perspectives of Student Affairs Professionals

2020 ◽  
Vol 11 (Winter) ◽  
pp. 107-109
Author(s):  
RACHAL ETSHIM
Keyword(s):  
Higher Education ◽  
International Students ◽  
Graduate Students ◽  
Student Affairs ◽  
International Education ◽  
Higher Education Institutions ◽  
Student Affairs Professionals ◽  
The United States ◽  
International Graduate Students ◽  
International Graduate

Higher education institutions in the United States (U.S.) recruit international students as part of their internationalization strategies. The overall number of international students enrolled in American universities and colleges between 2017 and 2018 increased by 1.5% compared to the previous year, totaling over 1 million international students (Institute of International Education 2018). Of this total, 382,983 are international graduate students. International graduate students are good resources for the internationalization and economy of higher education institutions in the U.S. (Urban and Palmer, 2014) and, despite the reduction in the number of visas approved and job prospects, their numbers continue to grow (Almurideef 2016; Killick 2015). These students come from different countries, have different cultural backgrounds and needs, and face different challenges that student affairs professionals at host institutions must address to integrate them into campus (Harper and Hurtado, 2007; Lee and Rice 2007). Moreover, the needs and challenges of international students differ depending on their level of studies, undergraduate vs. graduate (Rai 2002). While student affairs professionals are often the first contacts for all international students, and they play a key role in the integration and development of international graduate students on campus (Brandenburg 2016), most higher education institutions and their student affairs units today are not yet prepared to serve international graduate students (Arokiasamy 2011; Burdzinski 2014; Castellanos et al., 2007; Di Maria 2012; Moswela and Mukhopadhyay 2011; Yakaboski and Perozzi 2018). The purpose of this study is to understand the perspectives of student affairs professional about their role in integrating international graduate students into campus and the policies, services, programs, and other elements they consider most helpful in integrating these students.

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