scholarly journals PRESIDENTS AS PRACTITIONERS: THE LIVED EXPERIENCE(S) OF FORMER STUDENT BODY PRESIDENTS WORKING IN HIGHER EDUCATION, STUDENT AFFAIRS

2021 ◽  
Vol 3 (1) ◽  
pp. 34-45
Author(s):  
Michael Goodman
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Lived Experience ◽  
Phenomenological Study ◽  
Education Student ◽  
Student Government ◽  
Student Body ◽  
Campus Sexual Assault ◽  
Student Safety ◽  
The Cost

A student body president’s work involves addressing emerging crises and challenging institutional decision-makers to respond to the cost of higher education, campus sexual assault, mental health, free speech, and student safety (Student Voice Index, 2018). This phenomenological study unearths the experiences of individuals who previously served as student body president of their institution’s student government and who now work in higher education and student affairs. Three themes emerged as a result of multiple interviews with eight former student body presidents, including having a reserved “seat” at “the table,” pre-exposure to a career in higher education and student affairs, and a whiplash-like transition following their term. As a result, implications involve the importance of student elections and attention to a retirement-like experience for former student body presidents.

Creating a Sustainable Program for Ethics in Student Affairs

2015 ◽  
pp. 278-300
Author(s):  
Christina Van Wingerden ◽  
Maureen Ellis ◽  
Theodore W. Pratt Jr.
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Current Literature ◽  
Ethical Climate ◽  
Student Affairs Professionals ◽  
University Student ◽  
Education Student ◽  
Ethical Climates ◽  
Industry Standards ◽  
Mixed Method Design

Ethics is an important thread within higher education student affairs. Creating avenues for intentional, sustainable dialogues and consistent education for employees, one Ethics Officer at a four-year public university in the Northwest embarked on understanding the ethical climate to improve how student affairs professionals interact with students. The goal of this mixed-method design study examined the knowledge, skills, and attitudes of its division administrators about ethics, the ethical climate of a university student affairs division, and the design of an ethical training curriculum for division employees. This chapter reviews the current literature about ethics in higher education, organizational ethical climates, industry standards, and gaps in performance, while providing insights and ideas about best practices.

Whose pedagogy is it anyway? Decolonizing the syllabus through a critical embrace of difference

2020 ◽  
pp. 016344372098092
Author(s):  
Sulafa Zidani
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
White Male ◽  
The United States ◽  
Participatory Culture ◽  
Education Student ◽  
Student Body ◽  
Media Communication ◽  
Body Of Knowledge ◽  
Communication Culture

The higher-education student body in the United States is increasingly diverse. Diversity and transnationalism are present in the classroom through the increased numbers of students and instructors who are international and/or non-White-identifying. However, syllabi in media, communication, and cultural studies remain centered around an orthodox body of literature that has come to be conceived of as the canon, consisting of scholars who are mostly white, male, and U.S.-American or European. This essay brings communication, culture, and media studies theories into conversation with critical pedagogy to suggest changes in the organization of syllabi and class activities. Namely, I use participatory culture, critical and decolonial pedagogical theories, and Black and transnational feminist pedagogy, to suggest a critical embrace of different as an approach for designing syllabi that center the students rather than the Western-rooted tradition. This paper is part of the critical body of knowledge that pushes for a decolonizing and transnationalizing intervention in higher education.

scholarly journals Striving to Align with the CAS Standards: Graduate Preparatory Programs in Higher Education & Student Affairs

10.28945/4472 ◽  
2020 ◽  
Vol 5 ◽  
pp. 001-016
Author(s):  
Daniel W Calhoun ◽  
Steven Tolman ◽  
Kaylee M. King
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
The United States ◽  
Future Research ◽  
Curriculum Alignment ◽  
Education Student ◽  
Content Areas ◽  
Credit Hours ◽  
Cas Standards ◽  
Preparatory Programs

Aim/Purpose: This study examined Higher Education/Student Affairs (HE/SA) programs’ curriculum alignment with the CAS Standards. Background: HE/SA programs have a limited number of credit hours (27-65) and must structure their curriculum within the confines. The CAS Standards guides HE/SA programs and recommends this curriculum include a focus on six content areas. Methodology: A quantitative study that examined the curriculum of the HE/SA programs in the United States (n = 230) and their offering of exclusive courses aligning with the six content areas recommended by the CAS Standards. Contribution: This study is the first to broadly examine the curriculum of the collective HE/SA programs in the United States. It can serve as a catalyst to encourage further research and scholarly discussion around the curriculum of HE/SA programs and the professional preparation of higher education administrators. Findings: Key findings included that of the six content areas, History and Counseling were the areas least likely to be offered in HE/SA programs (48% and 41%, respectively) compared to 82% and above for the other four areas. Evidence suggests that program offerings of 36-39 credit hours may be the “sweet spot” in balancing credit hours with their ability to meet CAS Standards. Recommendations for Practitioners: There is a need for HE/SA faculty and practitioners to communicate where HE/SA programs fell short meeting the CAS Standards so that practitioners can continue in the professional development of these young practitioners. This “handoff” between faculty and practitioners will further strengthen the field of student affairs. Recommendation for Researchers: The findings of this study illuminate the important future research question as to whether there is a difference in the academic preparedness (perceived and/or actual) of graduates who attend programs that are more closely aligned with the CAS Standards? Impact on Society: Recognizing the importance that student affairs professionals have on student development (in-and-out of the classroom), this study challenges educators and practitioners to ensure they are adequately developing the next generation of college administrative leaders. Future Research: Examination of the curriculum alignment in the future once the CAS Standards for Graduate Preparatory Programs are revised

scholarly journals Bumping into the Glass Ceiling: Exploring Women’s Experiences Seeking Positional Leadership Roles within the Student Affairs Profession in South Africa

2020 ◽  
Vol 11 (Winter) ◽  
pp. 192-195
Author(s):  
Jamie Storey
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Student Affairs ◽  
Phenomenological Study ◽  
Senior Management ◽  
Institutions Of Higher Education ◽  
Leadership Roles ◽  
Leadership Positions ◽  
Management Positions ◽  
Formal Leadership

Despite women’s aspirations to obtain formal leadership positions within institutions of higher education in South Africa, they continue to face barriers that impede their ability to achieve senior management positions. The purpose of this phenomenological study is to explore the meaning women ascribe to the experience of seeking formal leadership positions within the field of student affairs in South Africa.

scholarly journals Troubling Metaphors and International Student Adjustment: Reflections from a Transnational Place

2017 ◽  
Vol 7 (4) ◽  
pp. 1126-1134
Author(s):  
David Starr-Glass
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Affairs ◽  
International Student ◽  
Student Adjustment ◽  
Student Body ◽  
Perceived Needs

On many campuses, offices of International Student Affairs address the perceived needs of international students. However, a number of underlying assumptions and persistent metaphors shape these efforts and influence their outcomes. All students are uniquely different and face equally different challenges in adjusting to higher education. Labeling students “international” may make institutional sense, but it can potentially hinder their transition, adjustment, and ultimate success. Applying restrictive labels can perpetuate stereotypes, reinforce institutional silos, and potentially fracture international students from the rest of the student body. This article reflects on how students—irrespective of national origins—are viewed and assisted in a transnational setting that includes more than 70% of students who might, in other contexts, be classified as “international.”

scholarly journals DAMPAK KUALITAS PELAYANAN DAN BIAYA KULIAH TERHADAP KEPUASAN MAHASISWA UNIVERSITAS X BANDUNG

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Suharyanto Suharyanto
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Student Satisfaction ◽  
Descriptive Analysis ◽  
Research Result ◽  
Competitive Strategies ◽  
Student Body ◽  
Quality Cost ◽  
The Cost ◽  
Students Satisfaction

Abstract: The providing of higher education especially in engineering higher education is rising significantly. The management of the institution needs more accurate competitive strategies to defence and to increase student body through many methods, such as giving more services quality and competitive cost of study which satisfy students. This article discuss the research result of the effects of service quality and cost of study to students satisfaction using descriptive analysis and qualitative approach. The independent variables are service quality (including dimensions of reliability, responsiveness, assurance, empathy and physical evidence)  and cost of study. The dependent variable is student satisfaction. The data collected from questionnaires method source from 59 respondents which collected simple randomly. The analyses among research variables provided  using multiple linier regression model. The results shows that generally the service quality and the cost of study effects to students  satisfaction. The linier equation constructed is Y=0,102X1+0,376X2+2,475 or   SAT= 0,102SQ +0,376SC+2,475; where SAT: student satisfaction, SQ: service quality SC: study cost. It means that service quality and cost of study effects to students satisfaction.  Keywords: service quality, cost of study, students satisfaction, multiple linier regression Abstrak: Penyelenggaraan pendidikan tinggi khususnya pendidikan tinggi teknik meningkat secara signifikan. Pihak manajemen institusi perlu strategi bersaing ketat untuk bertahan dan meraih jumlah mahasiswa yang diinginkan menggunakan berbagai metode, seperti memberikan kualitas pelayanan yang lebih baik dan biaya kuliah yang kompetitif yang bisa memuaskan mahasiswa.    Artikel  ini mendiskusikan  hasil penelitian pengaruh kualitas pelayanan dan  biaya kuliah terhadap kepuasan mahasiswa dengan analisis deskriptif dan pendekatan kualitatif. Variabel bebas berupa kualitas pelayanan (termasuk dimensi kehandalan, kepekaan, jaminan, empati dan bukti fisik) serta biaya kuliah. Variabel terikatnya adalah kepuasan mahasiswa. Data diperoleh melalui penyebaran kuesioner sebanyak 59 responden  secara sampling acak sederhana. Hubungan antar variabel penelitian dimodelkan menggunakan analisis regresi linier ganda. Hasil penelitian ini menunjukkan bahwa, secara umum kualitas dan biaya kuliah berpengaruh terhadap kepuasan  mahasiswa. persamaan regresi linier yang terbentuk adalah Y=0,102X1+0,376X2+2,475 atau   KM=0,102KP+0,376BK +2,475; dimana KM= kepuasan mahasiswa, KP= kualitas pelayanan, BK=biaya kuliah. Hal ini berarti bahwa  kualitas pelayanan dan biaya kuliah  mempengaruhi kepuasan mahasiswa. Kata kunci: kualitas pelayanan, biaya kuliah, kepuasan mahasiswa, regresi linier ganda

scholarly journals A Review of Yuhao Cen’s Student Learning and Development in Chinese Higher Education: College Students’ Experience in China

10.28945/4506 ◽  
2020 ◽  
Vol 5 ◽  
pp. 035-038
Author(s):  
MU ZHANG
Keyword(s):  
Higher Education ◽  
College Students ◽  
Student Affairs ◽  
Student Learning ◽  
Higher Education Institutions ◽  
Chinese Student ◽  
Chinese Higher Education ◽  
Education Student ◽  
Learning And Development ◽  
Education College

Aim/Purpose: Book Review: Student Learning and Development in Chinese Higher Education: College Students’ Experience in China Background: This book describes and interprets student learning and development as perceived by students in Chinese higher education institutions. Impact on Society: Overall, this book appeals to higher education scholars from all countries and regions. It is a good resource for faculty in Chinese higher education institutions to deepen their understanding of undergraduate students to promote their learning and development. Chinese student affairs professionals struggling with how to support the students they work with would benefits greatly from this book. Likewise, Chinese graduate students contemplating a career in higher education/student affairs would also benefit from reading this book. It also provides global higher education professionals a good perspective to understand Chinese higher education under the background of higher education globalization.

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