Student Affairs and Services in Higher Education:Global Foundations, Issues and Best Practices

Executive SummaryRoger B. Ludeman, Editor-in-chief

Kenneth J. Osfield, Associate editorEnrique Iglesias Hidalgo, Assistant editor

Danja Oste, Assistant editorHoward S. Wang, Assistant editor

Presented by the:International Association of Student Affairs and Services (IASAS)

In cooperation with:The United Nations Educational, Scientific

and Cultural Organisation (UNESCO)

C_Student_paper_ES.qxd 18/06/2009 12:03 Page 1

The editors and authors are responsible for the choice and presentation of the factscontained in this document and for the opinions expressed therein, which are notnecessarily those of UNESCO and do not commit the Organization.

The designations employed and the presentation of the material throughout thisdocument do not imply the expression of any opinion whatsoever on the part ofUNESCO concerning the legal status of any country, territory, city or area or of itsauthorities, or concerning the delimitation of its frontiers or boundaries.

Published in 2009by the United Nations Educational,Scientific and Cultural Organization7, place de Fontenoy, 75352 Paris 07 SPSet and printed in the workshops of UNESCO

Graphic design - www.barbara-brink.comCover photos© UNESCO/K. Anis© UNESCO/N. Axelrod© UNESCO/G. Boccardi© UNESCO/R. Dominique© UNESCO/P. Lissac© UNESCO/M. Loncarevic

ED.2009/Conf.402/inf.8© UNESCO 2009Printed in France

C_Student_paper_ES.qxd 18/06/2009 12:03 Page 2

Executive SummaryThe Preamble emphasizes the importance of higher education generally and, morespecifically, the importance of focusing on students as the centre of that enterprise.Section I, Assumptions, is based on the World Declaration on Higher Education for theTwenty-first Century adopted by the World Conference on Higher Education: Visionand Action, October 1998. From this emanates the idea that meeting student needsthrough an effective student affairs and services programme is central to thedevelopment of successful higher education outcomes.

This leads into Section II, comprised of the principles, values, and beliefs that form the basisof the student affairs and services field. These beliefs are what student affairs and servicesworkers diligently strive toward and what is taught to students. They guide us in focusing ondevelopment of appropriate, high-impact student services, and comprise the 'road map' thatis followed in developing and providing the critical services and programmes necessary toenhance student learning outcomes and ensure student success.

The entity of student affairs and services is increasingly recognized as a professionalforce of importance in higher education around the world. Entrance into the professionwill increasingly require preparation and training commensurate with the duties to beperformed and the national context for higher education. Section III addresses differentmodels of professional preparation as well as ongoing professional development thatassist student affairs and services staff in keeping up with changing students and issues,and new skills needed to administer such efforts.

All functions in higher education must be properly managed, including student affairs andservices. Section IV outlines the importance of effective use of research, evaluation,assessment, strategic planning, accreditation and standards in higher education student affairsand services, within the context of a student affairs/services vision, mission and operationalpolicies that are congruent with those of the institution.

Section V describes a relatively new area: safety, security, risk management and legal aspectsof student affairs and services. Recent world events including terrorism and conflict, alongwith risks and legal issues associated with health, safety, the environment and human rightsare demanding that more attention be paid to these areas of students' lives and theadministration of student affairs services and programmes.

All professions must have codes of ethical behaviour and Section VI outlines the subject ofethics and the student affairs profession. What concerns most practitioners have in relatingpersonally to students and to each other? What role can student affairs and servicesprofessionals play in creating an ethical environment on campus? This section containsexamples of what a code of ethics might look like.

Executive Summary

i

C_Student_paper_ES.qxd 18/06/2009 12:03 Page 3

Because of the rise in the number of armed conflicts and severe disasters around the world,more attention needs to be paid to how higher education can play a role in post-conflictand post-disaster regions. Section VII, higher education student affairs and services in post-conflict/post-disaster countries: laying a foundation for the future, provides the reader withindications how such assistance would play out, particularly related to student affairs andservices. What are the unique challenges these countries face and how can student affairspractitioners play a role in meeting them?

Section VIII outlines the specific student affairs and services functions in higher educationthat are in use throughout various areas of the world. Written by authors from all overthe world, this section gives the reader an overall picture of specialty areas that could beunder the umbrella of a student affairs and services division within an institution of higherlearning. They are presented with the idea that such services should be provided only asappropriate for the specific culture and country considering implementing them. No onemodel, array of student services functions, or set of activities is recommended for allsituations, institutions, or countries.

Section IX is a series of country reports on student affairs and services practice around theworld. One can easily see that delivery systems vary from country to country both in termsof type and extent of development. This indicates, once again, how local and regionalculture, traditions, economics and politics most often dictate the status of higher education,and student affairs and services. The authors have captured the uniqueness of deliverysystems from country to country. On the other hand, similar to the approach used in theWorld Declaration on Higher Education, this manual establishes the premise that there arebasic values and principles that are pertinent to the development of an effective highereducation student affairs/services operation regardless of one's location.

Finally, Section X provides a comprehensive array of information on regional andinternational higher education, student, and government associations/organizations relatedto student affairs and services. Readers are encouraged to utilize these resources, and thosementioned in the Country Reports, for assistance.

This manual has been prepared for UNESCO by the International Association of StudentAffairs and Services (IASAS). A major purpose for the existence of IASAS is to assist thosecountries and institutions that are developing their higher education infrastructures -especially those that intend to encourage, support and enhance student enrolment so thatthey are able to be successful in their life work and careers, and meet the needs of society.An effective student affairs and services operation is essential to meeting those goals.Readers are encouraged to contact IASAS for assistance.

Executive Summary

ii

C_Student_paper_ES.qxd 18/06/2009 12:03 Page 4