Student Services

Abstract: The argument I will develop in this essay is that the foreign students are a latent human resource who can assist with overcoming English monolingualism in the Australian population. Foreign students, properly rewarded, can be a major source of skills transfer. Every one of those students is a walking compendium of language and cultural skills that Australians need to know.

Many institutions of higher education have worked towards increasing international student enrollment with an ultimate goal of enhancing global perspectives and enriching the collegiate environment for the entire campus community. However, these increasing numbers often come without adequate consideration for how to serve and provide services that support an inclusive community for students. This article emphasizes on the importance of international student support services and a positive international student co-curricular experience as essential fundamentals for the successful creation of an inclusive community at the institution.

Each year Forbes bestows a handful of " edu-preneurs " with the 30 Under 30 Award in Education (Under30), designating those individuals as the best hope for revolutionizing and reforming education. Boasting low recipient rates, Forbes elevates the manufactured expertise of awardees and the importance of their organizations and ventures. Further, Forbes employs the language and norms of neoliberalism to articulate a pro-market vision of education reform. This social network analytic (SNA) study seeks to untangle the edu-preneur network and critically examine the connections between awardees, their organizations, judges, and the larger education

Most sociological research on racial discrimination has had an “inter-racial” focus. That is, researchers have been principally concerned with the disparate treatment that people of color receive relative to Whites in different social contexts. However, recent theoretical work emerging from legal studies sug- gests that an alternative conception of “intra-racial” discrimination exists that extends beyond colorism. This theory of intra-racial discrimination stipulates that many organizations in the “post-racial” era desire some measure of racial diversity. Yet, in their efforts to achieve this racial diversity they screen people of color based on their degree of racial salience. Whether a given person of color is hired, promoted, or in the case of college admissions, accepted, is a function of whether or not Whites within the organization consider them racially palatable, or not overly concerned with race. This creates an incentive for people of color to work their identity to allay any concerns among Whites that they may be too racially salient. In this paper I critically review this work and attempt to further buttress its claims by highlighting how this process has clear historical precedent. I conclude by showing how the audit method can be used to empirically examine this practice contemporarily.

Recommendations for driving results in college graduate employment and career advancement. While mainly providing broad range ideas and structures, this publication also provides vivid detail and recommendations on how to drive results through organizational structure and methodology.

With 250 authors, advisors and editors from over 125 countries this book is a truly global collaborative effort to capture the diverse, significant and expansive theories, frameworks, practices, models and services provided by Student Affairs and Services in Higher Education across the globe. This comprehensive book is the reference book for scholars, researchers and practitioners across the globe on all matters related to Student Affairs in Higher Education. The informative chapters cover a vast breadth of issues including principles, values, theories and frameworks, professionalization, research and scholarship, social justice, equality and gender issues, engagement, internationalization, retention and graduate competencies, governance and student participation, leadership and migration, a discussion of over 42 functional areas and almost 100 country reports. The authors are of the highest caliber and greatest diversity and share their formidable knowledge and experience, all detailing the immense impact Student Affairs and Services have in Higher Education across the globe.

The study assessed the effectiveness of student services and their influence on student development in the four campuses of Central Bicol State University of Agriculture (CBSUA), SY 2013-2014. Descriptive, evaluative, comparative and correlational methods of research were employed. Respondents were administrators, faculty members and student leaders. Data were gathered through questionnaire, interview, documentary analysis and ocular inspection and were treated statistically using weighted mean, ranking, one-way ANOVA, Pearson R correlation analysis and DMRT. Findings revealed that the four campuses of CBSUA were "very effective" in managing the different student services. The social, cultural, political and intellectual aspects of students in the four campuses of CBSUA were "highly developed" through the various student services provided. Student services such as sports development, library, student organizations, arts and culture development, guidance and counseling, scholarship and financial assistance, campus ministry and health services did not vary among campuses.

Descriptive survey using questionnaire was employed to determine the extent of implementation and effectiveness of the Student Affairs Services Program of Camarines Sur Polytechnic Colleges in the Philippines for School Year 2012-2013. Generally, administrators, teachers and students articulated that CSPC’s Student Affairs Services Program was effectively implemented. Of the services provided, Guidance and Counselling and Housing Services show lower significant results in terms of effectiveness. T-test shows that there is no significant difference between its implementation and effectiveness. Significant agreements between the three groups of respondents were identified using the Kendall Coefficient of Concordance. Improvement of the delivery of CSPC’s Student Affairs Services Program will be effective upon adopting the researcher’s Comprehensive Development Plan.

This article evaluates the degree to which international students are satisfied with different dimensions of their university experience, namely their arrival, living, learning, and support service experiences. Using quantitative survey research methods based on data from the International Student Barometer (ISB) (i-graduate, 2014), the study evaluates the experience of over 45,000 degree-seeking, undergraduate international students at 96 different institutions in Australia, the UK, and the US. Multiple regression analyses indicated that all four dimensions of satisfaction were positively associated with students' overall university experience, and the article reveals which of the four is the most influential aspect. To the authors' knowledge, this study represents the first time that a comparative meta-analysis of ISB data across institutions in the three chosen countries has been undertaken. Key implications are discussed for how university administrators, practitioners, and researchers might best allocate resources to support and enhance the experience of international students, leading to more effective institutional recruitment and retention strategies. The study also offers a baseline for future research on international student satisfaction.

Descriptive survey using questionnaire was employed to determine the extent of implementation and effectiveness of the Student Affairs Services Program of Camarines Sur Polytechnic Colleges in the Philippines for School Year 2012-2013. Generally, administrators, teachers and students articulated that CSPC's Student Affairs Services Program was effectively implemented. Of the services provided, Guidance and Counselling and Housing Services show lower significant results in terms of effectiveness. T-test shows that there is no significant difference between its implementation and effectiveness. Significant agreements between the three groups of respondents were identified using the Kendall Coefficient of Concordance. Improvement of the delivery of CSPC's Student Affairs Services Program will be effective upon adopting the researcher's Comprehensive Development Plan.

A reference work for specialists in student counselling and for those who employ counsellors in mental health services. It provides an analysis of research in this area and provides useful information on the extent and severity of student mental health problems and the effectiveness of counselling and psychotherapy across the student population. This is the first publication to systematically identify, assess and review research in this area.

This undergraduate research study focused on the assessment of the student affairs, welfare, and services programs of the Polytechnic University of the Philippines-Quezon City Branch based on the Philippine Commission on Higher Education Qualification Standards.

In this chapter, the authors consider the controversy surrounding
Teach For America and their alliance with Black and Latinx
fraternities and sororities, and conclude with suggestions for
community service and best practices for these organizations.

L’adaptation culturelle de programmes et de services postsecondaires peut-elle contribuer à la construction identitaire des étudiants de Premières Nations? L’enracinement identitaire peut-il à son tour favoriser la persévérance et la réussite scolaires? À travers les concepts de sécurité culturelle et d’enracinement identitaire, je démontrerai que la consécration d’espaces physiques et idéologiques à l’intérieur du système scolaire postsecondaire contribue à la rétention et à la réussite de persévérants de Premières Nations. Pour ce faire, je m’appuierai sur les conclusions d’une enquête, menée entre 2013 et 2015 auprès d’une centaine d’étudiants autochtones adultes et d’une quinzaine de professionnels du milieu. Cette recherche a été rendue possible grâce à la collaboration de différentes instances éducatives, incluant notamment le volet Jeunes autochtones du Projet SEUR de l’Université de Montréal, l’Institution Kiuna, le Conseil en éducation des Premières Nations (CEPN), l’Aboriginal Resource Center du Collège John-Abbott, la First Peoples’ House et le Indigenous Student Alliance (ISA) de l’Université McGill, l'Aboriginal Student Resource Center de l’Université Concordia et le Centre de développement de la formation et de la main-d'oeuvre (CDFM) huron-wendat.
À l’intérieur de ce mémoire, deux formules issues du système d'éducation québécois seront successivement analysées: 1.l’adaptation culturelle de services au sein de l’institution postsecondaire allochtone et 2. l’adaptation de programmes et de services à l’intérieur d’une institution affiliée par et pour les Premières Nations. Cette deuxième initiative sera examinée à travers une étude de cas de l’Institut collégial Kiuna et de son programme novateur de Sciences humaines - profil Premières Nations (300.b0) à la lumière des expériences du Collège Manitou de La Macaza (1973-1976) et des Tribal Colleges and Universities américains (TCU).

Living and studying away from home can turn out to be an enriching and rewarding experience for many international students. Yet, many of them struggle to cope with their new university life due to distinct challenges such as cultural differences, language and communication barriers, and a lack of social support. Through a diverse collection of personal essays, this book captures some of the stories of international students as they reflect on their intercultural encounters, expectations, and experiences in their new surroundings and local communities. Essay themes range from culture shock to resilience, and they cover a variety of topics including the ways students change and gain new perspectives by being away from their comfort zone, the feeling of isolation and being an outsider, and the uncertainties of making new friends. This book provides readers with a unique opportunity to walk a mile in the shoes of an international student. It also highlights the importance of a strong support system for students in both the curricular and co-curricular settings and offers insights to international educators and university administrators into creating a welcoming environment that fosters international understanding and cross-cultural awareness on campus.

The COVID-19 global pandemic caught the United States and the rest of the world ill-prepared, and many institutions of higher education continue to wrestle with unprecedented challenges to provide effective support services to their students. This paper examines how a mid-sized university in the Mid-Atlantic region of the United States reimagined the delivery of services to its international student population at the onset of the health crisis. The study employed a qualitative method and a case study research design to describe, from an institutional perspective, the shift from a traditional in-person service model to a virtual mode of support for international students as a result of campus closures and a switch to remote learning. Based on the findings, the authors offer five key considerations that can be crucial in effectively delivering international student services in an online environment. Implications for international educators and support staff are discussed.

""What impact does the experience of university have on Christian students? Are universities a force for secularisation? Is student faith enduring, or a passing phase? Universities are often associated with a sceptical attitude towards religion. Many assume that academic study leads students away from any existing religious convictions, heightening the appeal of a rationalist secularism increasingly dominant in wider society. And yet Christianity remains highly visible on university campuses and continues to be a prominent identity marker in the lives of many students.

Analysing over 4,000 responses to a national survey of students and nearly 100 interviews with students and those working with them, this book examines Christianity in universities across England. It explores the beliefs, values and practices of Christian students. It reveals how the university experience influences their Christian identities, and the influence Christian students have upon university life.

Christianity and the University Experience makes fascinating reading for anyone interested in the survival and evolution of religion in the contemporary world. It offers fresh insights relevant to those working with Christian students, including churches, chaplaincies and student organisations, as well as policy-makers and university managers interested in the significance of religion for education, social responsibility and social cohesion.""

The increasing number of tertiary education students presenting with complex and often difficult to manage mental health conditions, has been topical in international literature for over two decades. In a qualitative research study undertaken at the University of the Sunshine Coast (USC) of the lived experience of students with chronic psychological disorders, the importance of feeling connected with a like-peer that was empathetic and accepting rated strongly in the responses of all participants. Students sought shared insight into how others were able to successfully cope with the rigours of academia, while also managing the demands of an unpredictable health condition. Two programs, based upon international good practice frameworks, were initiated in response to the identified unmet need of authentic peer support.

We begin with a fable to provide the backdrop for our effort to discuss the wedges and chasms that have developed between different factions of the professionals
who dedicate themselves to what has become higher education in the United States: faculty vs. administrators vs. staff, academic affairs vs. student affairs. These groups whose identities, unlike the others discussed in this
book, are determined by organizational position as opposed to individual identity or culture demonstrate the inherent tendency of groups to define themselves by emphasizing the difference between themselves and others—
often dismissing or demeaning the others in the process. This chapter frames othering in a very different way, and while it does not assert a need to compare role identity tensions to the experiences of identity-based groups, it
does contribute to the examination of marginalization in higher education and the crisis of purpose it exacerbates.

Although we know that people experience the campus racial climate differently based on their racial/ethnic identity, less is known about how they perceive the climate based on the racial/ethnic diversity of their institution and specifically within their department. Instead, the campus racial climate has largely been studied at Predominantly White Institutions (PWIs) and from a macrolevel, suggesting that experiences and perceptions are not only similar across all institutions, but within institutions. Furthermore, we know little about how student affairs professionals make meaning of the campus racial climate. Guided by the Multicontextual Model for Diverse Learning Environments (MMDLE), this study explored the way student affairs professionals at a Hispanic Serving Institution (HSI) experience and perceive diversity. Findings show that the compositional diversity of the department largely affects perceptions and behaviors, confirming that although there may be differences in the way
student affairs professionals experience the campus racial climate based on their social identities,
perceptions also vary based on the microclimate in which they work.

The purpose of this research was to synthesize and to evaluate the elements of the student relationship management system using the internet of things to collect the digital footprint for higher education institutions. The results of the research showed that the student relationship management system using the internet of things had five elements, which were: 1) identify module; 2) alert module; 3) tracking module; 4) SRM module and 5) analytic module. The evaluation result of the student relationship management system using the internet of things to collect the digital footprint for higher education institutions had overall appropriateness at a very high level and the overall appropriateness of usability result at a very high level.

This is the report that details the findings from the first phase of the Supporting Student Success research study. In this phase, we examined how student affairs and services staff at 9 universities and 5 colleges in Ontario perceived their institution’s organizational structures and how these structures helped or hindered staff members’ ability to support student success.

This chapter demonstrates how the tutorial program within the Athletic Study Center at the University of California at Berkeley developed an assessment platform to improve several facets of their support services: 1) tutor performance 2) tutor training 3) student performance and 4) overall program effectiveness. In this case-study, evaluation began with little direction or theoretical grounding. While the intention remained consistent-improve program outcomes-the method to achieve this goal changed dramatically over time. The evaluation became increasingly more sophisticated, as did the program. This evolution was achieved through campus partnerships between university staff, graduate students, faculty members, and evaluation specialists. This chapter is a positive lesson in how partnerships across units, combined with opportunities for professional development, have the potential to improve both staff and student outcomes.

Овај рад се бави питањем учешћа студената у процесу доношења одлука. Разматра се цео ток доношења одлука и учешће студената на свим нивоима одлучивање, од Студентског парламента, преко Наставно-научног већа и Већа одељења до Савета факултета, као и у свим фазама, од иницијативе до имплементације. Као основа за писање рада коришћен је Закон о високом образовању, Статут Филозофског факултета, Болоњска декларација и лична искустава студентских представника у органима Факултета. На основу ових података, аутор налази, да је улога Студентског парламента виђена као партнерска у процесу доношења одлука, али да се у пракси показало да постоји још простора за развијање оваквог односа између студената и менаџмента унутар високошколске институције.


This paper deals with the issue of students participation in decision-making process. Considers the whole course of decision making and participation of students at all levels of decision making, from Students parliament, through Faculty council and  Faculty deparments council, and at all stages, from the initiatives to implementation. For writing this work, we used the Law on Higher Education, the Statute of the Faculty of Philosophy, the Bologna Declaration and the personal experiences of student representatives in the Faculty bodies. Based on these data, the author finds that the role of the Student Parliament is seen as a partner in decision making, but the reality shows that there is still space for developing this relationship between students and management within higher education institutions.

Each year Forbes bestows a handful of “edu-preneurs” with the 30 Under 30 Award in Education (Under30), designating those individuals as the best hope for revolutionizing and reforming education. Boasting low recipient rates, Forbes elevates the manufactured expertise of awardees and the importance of their organizations and ventures. Further, Forbes employs the language and norms of neoliberalism to articulate a pro-market vision of education reform. This social network analytic (SNA) study seeks to untangle the edu-preneur network and critically examine the connections between awardees, their organizations, judges, and the larger education reform network. To this end, we utilized descriptive analyses and SNA. We find evidence that Under30 serves as a mechanism for promoting social closure and ideological homophily within education reform networks. Further, we consider the policy implications that such awards may have on public discourse and policy creation. 

This study aimed to determine the relevance of school related factors in terms of Faculty and Instruction, Student Services, Organization and Administration, Community Extension, Linkages & Research to the job placement of Engineering graduates. Descriptive type of research as utilized in the study. Results revealed that the engineering graduates believed that community extension, linkages and research have the highest relevance to their job placement followed by student services, faculty and instruction while the organization and administration obtained the least mean score. Employees of higher education institutions should be aware of the image they project while dealing with the students and they should keep on reminding their value as part of the students' development of future engineers and professionals. INTRODUCTION Every aspect of learning is a significant area of delivering instruction that needs to explore as contributory factor for students' development towards employability. As education has been suggested to increase potential employability, the surge in demand for education has been on the rise all over the world (Genc & Copoglu, 2014). School related factor as input to job placement of the graduates is an integral part and mission of the academic community to serve the students with quality (Dotong. 2014). Graduate factors consist of knowledge and skills possessed by the respondents while school factors comprised of: curriculum, placement program, physical and laboratory facilities, OJT program, industry linkages and skills enhancement programs (Loquias, 2015). Support services of the academic institutions provide other learning experiences that possibly shape the character of the students in one way or another. It can be indirectly affect or influence the attitude of the students on the way employees do business transactions with them. Considering the relevance of school related factors to the job placement of the graduates would give emphasis and significance on the potential contribution of the people within and behind the four walls of the classroom where the teaching and learning processes take place. Effective teaching strategies can stimulate interest (Aguado, Laguador & Deligero, 2015) and enthusiasm of the learners which also builds confidence and trust to let them achieve higher goals. Teachers have this capability to inspire students from their passion and dedication to transfer knowledge and share their experiences to the fullest extent (Orence & Laguador, 2013; Aguado et al., 2015; Laguador, Deligero & Cueto, 2015). Expertise of the faculty members should always be considered in giving teaching load. Students appreciate great efforts of the teachers and imbibe the values derived from the information learned from them. If ever they will venture in any related job to training and academics, they will try to remember in certain point of time on how they were taught in college and emulate the practices on delivering instructions. Student services in terms of library, registrar, college dean, student affairs, health, counseling, physical plant and computer laboratories are considered important ingredients in the nourishment of the learners. The process of developing individuals would not be materialized without the strong support of these services. They keep on achieving common goals as partner of academic work units and colleges in honing future engineers and professionals.

Many university counseling centers are focusing more on providing individual counseling rather than program development and focusing on increasingly narrow psychological problems rather than student  development.  This model of counseling reacts to real needs of students and current training in many schools of professional psychology.  However, it reduces the impact of counseling to a relatively small number of students seen in a relatively small number of expensive appointments. 
As an alternative, I present a model of counseling centers that views the university as a system whose mission is the optimal development of all its students.  That development should stress human learning which contributes to the overall health, happiness, and productivity of the individual and fosters the development of society.  Career-oriented learning is a primary part of the university’s mission, but so is learning that contributes to students’ health, happiness, and success in college, relationships, and personal life.  Psychologists/counselors are in a unique position due to their training and intimate counseling with students to provide special insight into both student needs and programs that can help students develop in ways that ordinary classroom learning usually omits.  Counselor-faculty are also in a position to develop ongoing programs that can help many students instead of just the few who walk through the front door.  I suggest that counseling centers should continue to view individual counseling as a primary mission, but should give equal weight to the development and institutionalization of valuable student development programs.  The total number of counseling sessions can be reduced by  including  structured learning activities and other alternatives as adjuncts to counseling during and after the course of treatment.  Including these learning activities can simultaneously increase effectiveness and reduce costs.
I illustrate these points with examples from the history of the CSULB counseling center.  In the past, several major programs were developed that have been institutionalized beyond the careers of their originators and helped tens of thousands of students over a 25-30 year period.  The impact of these programs is unmeasurable, but by any estimate, has been extraordinary compared to any outreach efforts that are being made by most centers today.
In this paper I also suggest simple ways to measure impact and I provide suggestions to administrators, counseling center directors, and program directors about key ingredients to the successful development of programs based upon my own experience as a program director and my knowledge of other programs during my 31 years as a psychologist at CSULB.
The spark to writing this paper has been my hope that the pendulum will begin to swing away from the model of counseling centers as reactive “therapy shops” somewhat isolated from the university education mission.  I encourage a model of counseling centers as key components integrated into the larger university system whose mission it is to develop the whole person.  In this model collaboration, teaching, and program development skills are as important as therapy skills. This model successfully balances therapy and program development. If this model is implemented, counseling centers will have far greater total impact on students’ lives and the university community.

We begin with a fable to provide the backdrop for our effort to discuss the wedges and chasms that have developed between different factions of the professionals who dedicate themselves to what has become higher education in the United States: faculty vs. administrators vs. staff, academic affairs vs. student affairs. These groups whose identities, unlike the others discussed in this book, are determined by organizational position as opposed to individual identity or culture demonstrate the inherent tendency of groups to define themselves by emphasizing the difference between themselves and others— often dismissing or demeaning the others in the process. This chapter frames othering in a very different way, and while it does not assert a need to compare role identity tensions to the experiences of identity-based groups, it does contribute to the examination of marginalization in higher education and the crisis of purpose it exacerbates.

The COVID-19 global pandemic caught the United States and the rest of the world ill-prepared, and many institutions of higher education continue to wrestle with unprecedented challenges to provide effective support services to their students. This paper examines how a mid-sized university in the Mid-Atlantic region of the United States reimagined the delivery of services to its international student population at the onset of the health crisis. The study employed a qualitative method and a case study research design to describe, from an institutional perspective, the shift from a traditional in-person service model to a virtual mode of support for international students as a result of campus closures and a switch to remote learning. Based on the findings, the authors offer five key considerations that can be crucial in effectively delivering International Student Services in an online environment. Implications for international educators and support staff are discussed.