MAP 504 INTERNATIONALIZATION OF EDUCATION TOPIC : STUDENT AFFAIRS IN INTERNATIONAL CONTEXT PROFESSOR : DR. DANILO HILARIO PhD STUDENT : MARIA ERICA SD. DUMLAO, MBA SCHOOL TERM :3RD SEMESTER, AY 2019-2020 ****************************** Student Affairs and Services in Higher Education: Global Foundations The role of student affairs and services in higher education The future of International Student Affairs and Services

1. Student
Affairs in
International
Context
MARIA ERICA SD. DUMLAO
MAP 504 Internationalization of
Education
DR. DANILO S. HILARIO
Professor

2. POINTS
OF
DISCUSSION Student Affairs
and Services in
Higher
Education:
Global
Foundations
The future of
International
Student
Affairs and
Services
The role of
student affairs
and services
in higher
education
2

3. 1.
Basic principles, values
and beliefs that support
an effective student
affairs and services
program in higher
education

4. Purposes
and
partnerships
1.Higher education and student affairs
professionals, as integral partners in
providing services and programs, must be
student-centered and acknowledge students
as partners and responsible stakeholders in
their education. Along with institutional
decision-makers, government officials and
UNESCO representatives, students must
also be included in the process, as well as
in follow-up conferences and meetings
related to the proceedings of the WCHE.
○
4

5. Purposes
and
partnerships
2. Partnerships with all constituents, both within
and beyond the academy, must be
established to promote not only lifelong
learning, but also learning for life. Such
partnerships should include students,
faculty, staff, alumni, parents, employers,
social service agencies, primary and
secondary school systems, government
agencies and representatives of the local,
national, regional and global communities.
5

6. Purposes
and
partnerships
3. Student affairs functions and services must
be delivered in a manner that is seamless,
meaningful and integrated with the
academic mission of the institution. These
practices and resulting policies must be built
upon sound principles and research, and
carried out by partnering with others
throughout the campus community.
6

7. Purposes
and
partnerships
4. Student affairs and services professionals
are key players in the advancement of the
talents of all nations. This requires
partnerships at the national and
international levels, through cooperative
exchanges, conferences, seminars and
shared research.
7

8. Access and
diversity
1. Higher learning is enhanced by creative
conflict, in particular as students, faculty and
student services professionals of varying
backgrounds encounter in one another
differences of histories, experiences and
points of view. Thus, every effort should be
made to attract and retain a diverse student
body and staff.
8

9. Access and
diversity
2. The mission for student affairs functions and
services must be consistent with the
institutional mission, its educational
purposes, the locale in which it is operating
and its student characteristics. Programs
must be established and resources
allocated for the purposes of meeting the
ultimate goal of student affairs functions and
services: enhancement of student learning
and development
9

10. Learning
1. Higher education must address the personal
and developmental needs of students as
whole human beings. Student affairs
functions and services should assume
leadership in this regard, as well as in the
appropriate advocacy of students in general.
10

11. Learning
2. The mission for student affairs functions and
services must be consistent with the
institutional mission, its educational
purposes, the locale in which it is operating
and its student characteristics. Programs
must be established and resources
allocated for the purposes of meeting the
ultimate goal of student affairs functions and
services: enhancement of student learning
and development.
11

12. Learning
3. Students encounter three major transitions
related to their higher education experience.
They first move into higher education,
second through their collegiate and
university life, and third from higher
education into their careers and immediate
workplace. Support must be available for
students during these transitions, in the form
of timely and accurate information, a broad
range of services, and activities that engage
them in the learning process within
and beyond the classroom.
12

13. Learning
4. Learning is complex and multi-faceted. For
society to benefit fully, the processes of
learning must be lifelong in scope and
varied in contexts.
5.All higher education stakeholders must
promote independent, self-directed student
behavior, within a community context.
Worthy citizenship and service to the
community, in particular, are important
values to promote during the post-
secondary experience.
13

14. Learning
6. The delivery of student services and
programs is based on a number of critical
values, including diversity, pluralism,
inclusiveness, community, high
expectations, a global view, citizenship and
leadership, ethical living, the inherent worth
of the individual and the idea that students
can and must participate actively in their
own growth and development.
14

15. Learning
7. Higher education must prioritize academic
and career counseling programs to assist
students in preparing for their life work,
employment and subsequent careers
beyond the academy.
○
15

16. Learning
8.Tools of information technology should serve
as means, rather than ends, in the student
learning process. Student affairs and
services professionals should explore ways
in which they can enhance student learning
through technology and promote effective
student usage, through advising,
counseling, development of appropriate
systems and training.
○
16

17. Learning
9. Student affairs and services professionals
expect students to engage in their institution
and the learning process, consistent with
principles of academic and personal
integrity, responsible behavior in a
community setting, and the exercise of
appropriate freedoms developed within a
national, as well as local and institutional,
context. Good practices in student affairs
and services build supportive and inclusive
communities, locally and globally.
17

18. Resource
management
1. Student affairs functions and services must
subscribe to high standards of practice and
behavior, including professional preparation,
assessment of professional qualifications,
continuing training and development,
evaluation of services, programs and staff
performances, assessment of student
outcomes, adherence to codes of ethics and
use of effective management practices. All
are necessary in order to deliver the best in
services and programs, and to remain
accountable to students and other
constituents.
18

19. Resource
management
2. Student affairs and services funding sources
ideally should be diversified and include
significant institutional support. Funding
from outside sources, such as grants from
foundations and philanthropies, cooperative
relationships and alumni donations, may be
necessary in order to provide the array and
level of services required.
19

20. Resource
management
3. Resources must be allocated to those
student services and programs that
enhance student learning and success in
relation to demonstrated need and demand.
4.Information technology (IT) is essential to
efficient and effective management of
student services and programs. IT must
therefore be made available to students,
and to student affairs and services workers
in order to achieve learning and success
goals for students.
○
20

21. Research
and
assessment
• Student affairs and services professionals, along
with teaching faculty, bring to the academy a
particular expertise on students, their
development and the impact of their learning
environments.
• They gain that information through systematic
inquiry, including both quantitative and qualitative
research methods.
• They are closely aligned with the academic
mission and serve as invaluable links between
students and their situation
• They also serve as role models with high
expectations of students and their capacities
for learning.
21

22. The role of student affairs and
services in higher education
22

23. 1. There is an unprecedented demand for, and a great
diversification in, higher education, as well as an
increased awareness of its vital importance for socio-
cultural and economic development. The career
development, employability, and lifelong learning
capabilities of students are essential ingredients in
these processes..
23

24. 2. The sharing of knowledge, international co-operation
and emerging technologies, can offer new
opportunities to reduce the gap between industrially
developed and developing countries regarding access
to, and resources for, higher education. They can also
help in reducing the increasing socio-economic
stratification and differences in educational opportunity
within countries at all levels of wealth and
development.
24

25. 2. The sharing of knowledge, international co-operation
and emerging technologies, can offer new
opportunities to reduce the gap between industrially
developed and developing countries regarding access
to, and resources for, higher education. They can also
help in reducing the increasing socio-economic
stratification and differences in educational opportunity
within countries at all levels of wealth and
development.
25

26. 3. Societies have become increasingly knowledge-based
so that higher learning and research are essential to
the cultural, socio-economic and environmentally
sustainable development of individuals, communities
and nations. Higher education is therefore confronted
with the challenge to make the most radical change
and renewal it has ever undertaken. It must take the
lead in moving our society from mere economic
considerations to the deeper dimensions of the greater
good for all humankind including world peace.
26

27. 4. This requirement that higher education change
substantially, that it enhance its quality and relevance,
dictates the strong involvement of all of society
including government, higher education, and all its
multiple stakeholders.
27

28. 5. Higher education must place students at the centre of
its focus within a lifelong learning perspective so that
they are fully integrated into the global knowledge
society of the twenty-first century. Students must be
considered as equal and fundamental partners and
stakeholders in their own education with the right to
organize themselves as they see fit within the context
of their educational institutions, systems and
communities.
28

29. 6. More diversified international co-operation and
exchange comprise major avenues for advancing
higher education throughout the world, and must
include exchanges of scholars and students, co-
operative research and enhanced information and
technology transfer.
29

30. 7. Access to higher education, while institutional or
governmental financial resources may limit it, must be
available potentially to all qualified individuals
regardless of their background or personal
characteristics. The WDHE noted, in particular, that
much more needs to be done to promote increased
participation by women.
30

31. 8. While the aforementioned factors are critical to the
future of higher education in the world of today and
tomorrow, they must all take into account the profile of
cultures, values and circumstances of each region and
nation.
31

32. The future of
international
student affairs
and services

33.  the International Association of Student Affairs and
Services (IASAS), and its role is to bring professionals
from around the globe to discuss and solve important
issues in regards to the student affairs profession
and student success at higher education institutions.
 One of its major goals is to partner with other student
service professionals from around the world, and the
student global summit can be a platform where
student affairs and services professionals meet to
collaborate and research about student experiences in
higher education.
33

34.  to conduct more ground-breaking research in
partnership with scholars from around the world,
create a global student affairs and services mentoring
program, and participate in many other programs that
support the needs of a growing number of student
affairs and services professionals.
 to set strategies to understand how countries other
than the USA define what constitutes the student
affairs profession, gather feedback about their beliefs
and ideas, and acknowledge best practices and
strategies.
34

35. Issues and
challenges
1. The rising cost of higher education institutions and
consequential student debt is an issue that still needs
exploration
2. There is an urgent need to examine this problem to
support student college completion. .
3. the increased rise of violence on campuses is an
immense challenge.
35provides a chance to explore the issues and
challenges that students are facing at higher
education institutions around the globe:

36. trends over
the next
decade
○ For this purpose, the Global Summit in 2012 gathered
practitioners from around the world to begin a dialogue
about how student affairs and services could address
employability in a cross-border context.
○faculty and administrators partnered to connect faculty and
administrators and enhance a curricular and co-curricular
learning in order to equip college students with soft and
technological skills. With those skills, college students could
have a smooth transition to the workforce.
36
1. student
employability

37. trends over
the next
decade
○ It is evident that student success is directly
related to his or her mental, physical and health
wellbeing.
○ the role of psychologists, social workers
psychiatrists, and mental health nurses should
expand on campuses. It is critical for universities to
provide a variety of resources to support the
wellbeing of its students.
37
2. student mental
health

38. different
approache
s to solve
the issues.
○ This collaboration requires understanding who
is doing the work of student affairs and
services, finding a common purpose, and
agreeing on the competencies needed to do
that work.
○ it involves creating more higher education
student affairs graduate programs that allow for
a flexible design beginning with an established
framework, and then expanding it to include
diverse and global perspectives.
38
1. intentional collaboration on the
personal and the institutional level.

39. different
approache
s to solve
the issues.
○ the model based on the USA and other similar
countries with strong student affairs programs
can be used to help other countries to
understand the importance of student affairs
and services profession in their higher
education institutions while incorporating the
individual country's beliefs and attitudes.
39
1. intentional collaboration on the
personal and the institutional level.

40. different
approache
s to solve
the issues.
○ To fulfill this goal, professionals should think
about opportunities through the university or
government agencies to partner with other
global institutions.
○ This partnership enhances the importance of
student affairs and services as a profession in
various regions of the world while highlighting
on the complexity that each country builds or
have in regard to this profession.
40
1. intentional collaboration on the
personal and the institutional level.

41. different
approache
s to solve
the issues.
○ It is essential to incorporate the cultures and
values of specific countries for their student
affairs and services.
41
1. intentional collaboration on the
personal and the institutional level.

42. different
approaches
to solve the
issues. ○ an effective strategy to equip professionals
with multicultural awareness.
42
2. internationalization of the
curriculum

43. different
approache
s to solve
the issues.
○ To develop the whole student, all practitioners at
universities should meet together and develop the
best of students’ outcomes.
○ These practitioners are faculty, student support
services, career services, etc.
○ international research incorporates culturally
specific information and builds on work that occurs
within various countries around the world and
provides a global opportunity to learn from various
countries.
43
3. Inter-institutional awareness and
international research.

44. different
approache
s to solve
the issues.
○ strategies that can be incorporated for global
development and progress of the student affairs
profession.
44
3. Inter-institutional awareness and
international research.

45. different
approache
s to solve
the issues.
○ All of the strategies may or may not fit a region of
the world or work globally, but provide excellent
examples of best practices. Some of the strategies
highlighted include:
◦ connecting with others (whether inside the
institution such as “Glocalize” or outside the
institution)
◦ finding a mentor from another part of the
world,
◦ collaborating on a research project with
45
3. Inter-institutional awareness and
international research.

46. different
approache
s to solve
the issues.
◦ collaborating on a research project with
someone from another part of the world, and
understanding how western practices are
limited in their application and scope.
46
3. Inter-institutional awareness and
international research.

47. Conclusion
1. student affairs and services profession can be ready for
the future by learning from each other in the local, national
and global context.
2the importance of this idea and urge NASPA and other
higher education institutions and organizations to create a
platform for this global interconnectedness.
3. to invite others, specifically in the Middle East Region,
for research opportunities regarding student affairs and
services and how to support students while their countries
are facing political, social and economic crises.
47

48. 48
References
Allen M. McFarlane, Internationalization and the role for student affairs
professionals Journal of Student Affairs in Africa | Volume 3(1) 2015,
83–91 | 2307-6267 | DOI: 10.14426/jsaa.v3i1.94
Ludeman, Roger B. [3], Osfield, Kenneth J. [3], Hidalgo, Enrique
Iglesias [3], Oste, Danja [3], Wang, Howard S., Student affairs and
services in higher : global foundations, issues and best practices
education, UNESDOC Digital Library, 2009
Farah Habli, The future of international student affairs and
services, NASPA Student Affairs Administrator in Higher
Education, 2018

49. Thanks!
49