These have drawn heavily on those individuals and teams that work in the student services, student development arenas. Ultimately, the process should provide solid knowledge and propose solutions that are practical, doable and contribute to the student's development and success.
Preface
It is a collection of papers by various authors with experience in student affairs who express their views on various topics, from different perspectives. However, it is not the Department that is active in the field, but the student affairs practitioner.
Biographical notes
She has a PhD in social work and is a former lecturer at the University of Zululand. He holds a doctorate in theology, is a professor in the faculty of theology at the University of Pretoria and is a former executive member of SAASSAP.
Introduction
Perhaps, as student affairs practitioners, we should not be surprised by the combative attitude of many of the student government leaders. He argues that student affairs as a field can learn and also work in conjunction with academic development for the benefit of the student.
Key challenges facing student affairs: An international
Summary
Perhaps the Orthography Commission in the United States was one of the most important events in the international study landscape. It called for clear accountability measures in student affairs in the United States, and this new development significantly affected the international benchmark (USDE 2006).
Understanding student affairs in developed and developing regions
In a review of student affairs trends in the US, Fang and Wu (2006: 6) noted that. This tension remains a challenge for student affairs in the Bologna zone but also extends beyond it.
Influences of internationalisation on student affairs
The UK Council for International Student Affairs (UKCISA) has identified a list of key outcomes for student affairs in order to improve the international student experience (Merrick 2007; UKCISA 1999). This can take the form of engaging in formal relationships with international student affairs associations.
The quest for a normative framework
Professionalising an emerging discipline
Influences of globalisation on student affairs
The reduction of government support, globally, has led to changes in higher education and in student affairs (Buroway 2010; Hirt 2006). Commercialization and market-driven curricula and outcomes of programs pose some challenges to student affairs.
Conclusion
One of the stages in the maturing process of student affairs in the US is. Student affairs in South Africa are beginning to form an identity for themselves, based on theory and local research, and as a major contributor to the core activities of higher education.
Notes
The professionalization of the theoretical discipline and normative practice of student affairs is the key difference between the 'developed' and 'developing' world in terms of student affairs' integration and function within higher education. Since the surge of research and literature from within and about student affairs in higher education (Botha, Brand, Cilliers, Davidow, de Jager & Smith 2005; Hamrick, Evans & Schuh 2002; Pascarella & Terenzini 2005) student affairs has become increasingly 'self-aware, confident and widely influential'.
An overview of critical issues in the student affairs profession
A South African perspective
This paper discusses a proposal for the establishment of the student affairs profession and looks at the vital role that the transformation agenda plays within the higher education sector and within the wider South African socio-political context. The discussion concludes by pointing the way forward for student affairs professionals and practitioners, as well as listing a number of challenges.
The foundation of the student affairs profession
Not all departments (departments, centers) for student affairs are composed in the same way, so comparative analysis is a difficult task. Developing a philosophical framework for student affairs in South Africa that supports the work of professionals and guides practitioners in the field is critical.
The transformation agenda
South Africa's particular socio-political and economic context provides the backdrop for discussion of the many critical issues facing student affairs. On the other hand, the demands of a globalized world are putting pressure on South Africa to produce graduates who can compete with the best in the world.
Financial needs and challenges of students
Student affairs professionals see and know these ugly faces of poverty more than others on campus. Student affairs professionals should continue to advocate for a comprehensive holistic approach to student support and development.
Cultivating and developing ethical leadership
The standards espoused by divisions of student affairs should reflect the values that link the campus community to its educational mission (ACPA & NASPA 1997). Dalton suggests four 'inevitable areas' of student affairs practice that should help students develop coherent moral values and ethical standards, namely 'to learn and practice academic integrity; live responsibly in the community;
The way forward
Note
Academic development
Bridging the gap for student development and success
Although a section of student affairs practitioners are directly involved in student development programs, many of the practitioners in the field are often busy imagining their own specific areas of work related to the students' academics in a vivid, critical and theoretical way. achievement. and success is not an easy exercise. Finally, the paper makes connections with student affairs, proposes an agenda for collaboration with academic development with a view to developing a common body of knowledge, and outlines critical issues and challenges that the student affairs movement in South Africa must urgently address for the for the sake of his own development and for the benefit of the students.
Towards a dialogical relationship
What do the answers to the previous questions mean for the practice of academic education and student affairs? They are intended to initiate a constructive dialogue that allows for critical reflection on how together we can develop a common body of knowledge and have a positive and lasting impact on student development.
What is ‘academic development’?
Unpacking ‘disadvantage’
This is manifested in the lack of certain complex skills that are necessary for success at the university, i.e. In essence, rote learning is learning and memorization without deep understanding and internal understanding, and is completely inappropriate and inadequate to successfully meet the demands of higher education.
Deficient Others
It is safe to say that from the perspective of the liberal intent of these institutions, these 'Deficient Others' would always be welcome, but it was assumed that they would continue to constitute a minority for the foreseeable future. ASP initially approached the problem of 'disadvantage' in an intuitive way, drawing on popular rather than primarily academic sources.
Coming in from the cold
It had an equally strong sexist component, targeting AD teachers and staff, most of whom were white women, excluding them not only from the mainstream academic and intellectual sphere, but also materially from the pay and reward system of the university. At the curriculum level, there were renewed and new approaches to addressing the issue of "language development" as something deeper and more critical than the earlier simplistic diagnosis of the problem as one of "English" as a second, third, or even fourth language.
Building firm foundations
It is informed by complex theories that explain the role of the learner, the role of the teacher and how the learning process takes place (Grayson 1996). In general, foundation courses are composed of the following package of knowledge, abilities and skill development designed to provide epistemological and vocational access: integrated degree-specific disciplines, i.e.
Hitting the sweet spot
The question of the inadequacy of one year points to the need to embed AD in regular courses, as stated in the infusion model. In terms of time taken to complete the qualification, SFP students were 'generally equivalent to or better than other mainstream science students and approaching the minimum time'.
Are we there yet?
In addition, these students reflect on their experience of basic education, testify to receiving benefits beyond the academic sphere, i.e. Put differently, the argument is that the basic programs have only managed to level a relatively small part of the playing field.
Put your money where your mouth is
A criticism of basic programs is that the classes are generally relatively small, with the result that the impact is systematically quite limited, the critical mass in terms of throughputs has not been reached, and the ripple effect has largely not happened systematically. Should they be viewed as a stopgap measure to counter a weak general education system, or are they the future.
Critical questions for the student affairs movement
Have any of the current student development programs offered by student affairs been thoroughly evaluated. What is the position and agenda of student affairs in the overall system of higher education.
Student success as the number one affair in student affairs
A structural inequality outlook
The Mail & Guardian (13-19 July 2012) reports on how 'the poor are losing out', noting, among other things, that '47 per cent of the country's 12 million pupils attend minimally funded schools' and that less than 1 percent of students in grade nine met the requirement to have the weekly minimum of four language exercises in their curriculum. More poignantly, a critical question is how far we will perpetuate 'structural inequality' in the new South Africa.
Stock-taking in the South African context
Taking stock of the progress made in South Africa in student success is almost the same as taking stock of issues of access and equity. Isn't structural inequality part of the 'deep-rooted weeds' to stifle student success in this country.
Enhancing student success and understanding learning
It would be narrow-minded to reduce the 'quality of the graduates', as Scott et al. They argue instead for 'collective impact'; "the commitment of a group of important actors from different
A return to basics: Selected views on factors preventing access to
Education in South Africa
A return to basics: Selected views on factors preventing access to higher education in South Africa. A return to basics: Selected views on factors preventing access to higher education in South Africa.
Our study
Students must devote time to study right from the start of the academic year to bridge the gap between their experience of high school and the reality of higher education. I think that for some of the students the problems are financially based and there is a lack of motivation at home.'
Recommendations
In a follow-up study, we aim to explore this question, in particular the role of the Department of Basic Education district offices in creating the necessary capacity. The courses aim to make it possible for students with disadvantaged educational backgrounds to acquire the professional basis necessary to succeed in higher education.
The ethical challenges of a
When is discretion permissible?
When working in a university setting, there is another position to consider, namely that of the university as an institution: all of us are employed by the university; all students are registered at the university. Most of our referrals come via the university in one way or another: faculty members, student housing staff, management or fellow HCPs.
Problem statement
This theme highlights what Adshead and Sarkar a) call the identity ideal of well-being and benefit that is central to the mental health professions. But more often than not, they are not essential to the treatment in that they need separate discussion.
Central ethical issues
Clients who have attempted suicide but are not interested in evaluation or committed to treatment; and. Detailed discussions of moral theories are beyond the scope of this paper, but therapists need to be aware of their underlying moral orientation as it informs ethical thinking and informs clinical guidance.
Relevant central concepts, codes and laws
There is a danger that when a student refuses treatment, an HCP may decide on some course of action that is thought to be in the client's best interest, without fully exploring the client's views. Roberson and Walter describe this as “the dilemma of conflicting expectations or responsibilities, between the therapeutic relationship on the one hand and the interests of third parties on the other a).
Management suggestions
Therapists should have the client's best interest at heart, not that of a third party. In a sense, cooperation can be negotiated which can benefit both the student and the institution.
The place of social work as a support service for tertiary
The latter resonates with the mission of social work as a discipline whose object is to develop people's full potential, enrich their lives and prevent dysfunction. According to the World Summit for Social Development in Copenhagen (2007), social work deals with multiple, complex transactions between people and their environments.
The university community context
The basic question that the paper tries to investigate is: What should be the role of the social worker in student support services. It is based on the understanding and interpretation of the provisions of the Higher Education Act No.
Rationale for social work services
The approach to the practice of social work in tertiary institutions can be based on the parameters of the university's mission, the knowledge and skills of social work, and the professional responsibility of the social worker to determine what needs to be done and to deliver a to develop a suitable program for doing it. The conception should focus on the interaction of methods of social work and the mission of the university.
Needs of students
Students with disabilities
The need for inclusion and differentiated help is not only felt by students with disabilities. It is noteworthy that institutions of higher education have shown their will and commitment to support students with disabilities.
International students
It is the responsibility of the tertiary institution to offer disabled people something to help them benefit from education. The main goal of HEDSA is to strive to ensure equal opportunities for all students with special needs in higher education institutions.
Social work practice
It is critical to analyze the intertwining of an academic institution with that of social work. This will best enable an understanding of the role of social work in higher education.
The role of the social worker
Social workers must collaborate with significant role players in the Student Department to facilitate the implementation of the action plans. The needs of the students must be met by locating appropriate services among the range of existing programs in the student support units.
Towards an asset-based model
A critical reflection on student material support with special
In its absence, it is my opinion that if carried out within the framework of a holistic vision, the asset-based approach will deliver the desired results for student development. A discussion and brief critique of current interventions, perceived as improvements, follows in the fifth section and is in turn followed by an overview of the asset-based approach and a conclusion.
Clienthood and citizenship
In a recent publication, Hamrick, Evans and Schuh offer a different view of citizenship that is nevertheless appropriate for the context of students. At this point it is appropriate to turn to the prevailing views on 'material support'.
Material support as an enabler
It is debatable whether the administration of support (especially financial support) provided is consistent with the above goals or not. Most of the students who were helped by Tuks Rag were referred by the Student Representative Council (SRC).
Material support, beneficence and clienthood
It refers both to beneficence and to the community's honoring of individuals who have 'done good to the city' (Veyne 1990: 10). Both the giver and the receiver could be guilty of creating a clientele to the extent that the administration of support could also be used to manipulate.
The context of material support
A study by du Plessis et al. 2008) at the University of Pretoria, for example, managed to trace 63 percent of students who dropped out in 2008. This may be a reflection of the experiences of some who have faced severe socio-economic conditions.
Interventions and evaluation
Proponents of the alternative development theory would classify [it] as a 'needs-based' response (McKnight 1993, Ammerman & Parks 1998). The acronym RAG in the context of the University of Pretoria stands for 'Receive and Give'.
Bibliography
Boughey C (2010a) Academic development for improved effectiveness in the higher education system in South Africa. South African Association of Counseling and Development in Higher Education (SAACDHE) (2007) Position paper: Student counselling.
ON STUDENT AFFAIRS
IN SOUTH AFRICA
