scholarly journals College Student Development within the Context of Formalized Sport in American Higher Education

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Daniel Springer ◽  
Marlene A Dixon
Keyword(s):  
Higher Education ◽  
Student Development ◽  
Individual Development ◽  
Development Theory ◽  
Potential Contribution ◽  
University Campus ◽  
Post Secondary ◽  
Road Map ◽  
The Individual ◽  
Two Bodies

Those providing and managing sport in primary, secondary and post-secondary educational settings must be cognizant of the need for sport programs to enhance, rather than detract from, the educational environment. American post-secondary education provides an important context for inquiry in sport for two primary reasons. First, college enrollment marks a significant period of transition for individuals who are at a developmentally impressionable stage of their lives. Second, roughly 80% of all college students participate in some form of physical activity during their time on a college or university campus, with roughly half of them participating in formal sport. Two bodies of literature provide guidance for sport managers in US higher education: 1) sport development theory and 2) student development theory. This paper aims to provide a road map to facilitate the conversation between these two bodies of theory to unpack the potential contribution of sport to the individual development of sport participants at American colleges and universities.  

scholarly journals Theoretical and methodological analysis and synthesis of the bachelor's physical education system in higher education institutions

KANT ◽  
2020 ◽  
Vol 35 (2) ◽  
pp. 277-282
Author(s):  
Tatyana Martirosova ◽  
Lubov Yackov'skay ◽  
Klara Evsyukova
Keyword(s):  
Higher Education ◽  
Education System ◽  
Holistic Education ◽  
The Self ◽  
Individual Development ◽  
Physical Culture ◽  
The Core ◽  
Analysis And Synthesis ◽  
Self Worth ◽  
The Individual

Currently, there is an awareness of the self-worth and uniqueness of human individuality in any field of activity, including in the field of physical culture and sports. During the period of further democratization and humanization of society, there is a need for a holistic education of the individual, characterized by the presence of a complex of socially significant features. Physical culture and sport are considered as a product of individual development and integration of the individual. In this regard, the strategic task of formation of physical culture of bachelors in the universities of Russia is the development of the younger generation the core values that strengthen physical health in combination with mental development, increase efficiency and adaptation to modern conditions of life.

scholarly journals Mainstreaming African Indigenous Epistemologies into Student Development in Higher Education: A Case of Zimbabwe

2021 ◽  
Vol 2 (Issue 3) ◽  
Author(s):  
Crispen Mazodze ◽  
Jacob Mapara ◽  
Maria Tsvere
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Cultural Values ◽  
Student Development ◽  
Ways Of Knowing ◽  
University Education ◽  
Development Theory ◽  
Student Affairs Practitioners ◽  
Indigenous Epistemologies ◽  
Qualitative Data Analysis Software

Framed in the context of decoloniality, this study advocates for the embedding of African indigenous epistemologies into student development in university education in order to emancipate it from the pervasive Eurocentric hegemony. The thesis of this paper contends that student development in higher education has remained firmly anchored on Eurocentric ways of knowing at the expense of other epistemologies especially those from the Global South. Indigenous epistemologies are interiorized and marginalized. Efforts to Africanize the curriculum have largely been piecemeal and student development theory has continued to be underpinned by Eurocentric epistemology with a devastating impact on student identity and character development. This study employed the qualitative research paradigm in which three state universities in Zimbabwe were purposively selected as research sites. Data were collected through in-depth interviews with student affairs practitioners and were analysed qualitatively through coding of emerging themes and this was complimented by the use of the NVivo qualitative data analysis software. Results revealed that Eurocentrism is largely the dominant epistemology in student development while African indigenous epistemologies are marginalized, invisibilized and interiorized. The findings also exposed several challenges that are faced by student affairs practitioners with the major ones being; inadequate institutional funding, unavailability of Afrocentric literature on Student Development as well as well as lack of space on the timetable. The study recommended the inclusion of African indigenous epistemologies into student development through the adoption models that imbue cultural values and ways of knowing of indigenous people.

Marginality and Mattering

2017 ◽  
pp. 180-193
Author(s):  
Wanda Hadley ◽  
Jennifer Hsu ◽  
Mark Antony Addison ◽  
Donna Talbot
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Identity Development ◽  
Student Development ◽  
Higher Education Institutions ◽  
Campus Culture ◽  
Development Theory ◽  
Students With Learning Disabilities ◽  
Student Development Theory ◽  
Adjustment Issues

Students with learning disabilities are the fastest growing at-risk population transitioning to higher education institutions. This chapter explores the academic adjustment issues students with learning disabilities experience in their transition to the college environment. Their experiences are explored and reported through the context of student development theory of marginalization. The chapter discusses students' access and adjustment to the campus culture and how this experience influences their identity development.

Marginality and Mattering

2020 ◽  
pp. 390-403 ◽  
Author(s):  
Wanda Hadley ◽  
Jennifer Hsu ◽  
Mark Antony Addison ◽  
Donna Talbot
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Identity Development ◽  
Student Development ◽  
Higher Education Institutions ◽  
Campus Culture ◽  
Development Theory ◽  
Students With Learning Disabilities ◽  
Student Development Theory ◽  
Adjustment Issues

Students with learning disabilities are the fastest growing at-risk population transitioning to higher education institutions. This chapter explores the academic adjustment issues students with learning disabilities experience in their transition to the college environment. Their experiences are explored and reported through the context of student development theory of marginalization. The chapter discusses students' access and adjustment to the campus culture and how this experience influences their identity development.

From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Peter P. Smith
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Good Practice ◽  
The United States ◽  
The Other ◽  
Secondary System ◽  
Mass Higher Education ◽  
Post Secondary ◽  
One Year ◽  
The One

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.

A Factor Analytic Model of College Studen Development

NASPA Journal ◽  
1999 ◽  
Vol 36 (4) ◽  
Author(s):  
Ellen Lavelle ◽  
Bill Rickford
Keyword(s):  
Higher Education ◽  
College Student ◽  
Student Development ◽  
Perspective Taking ◽  
College Student Development ◽  
Analytic Model ◽  
Model Based ◽  
Factor Analytic Model ◽  
Factor Analytic ◽  
Self Discovery

Models of college student development have demonstrated an insensitivity to the differences that exist among various students, although such differences are very important in a world where student bodies in higher education are increasingly diverse. The authors present a model based on The Dakota Inventory of Student Orientations, which may be useful for program developmen that fosters reflection, self discovery, perspective-taking, and collaboration among students with varying orientations towards learning.

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