Higher Education Affairs Research Articles

Higher education and graduates' success in the labor market

This study reflects one of the aspects of social stratification; the relationship between education and economic remuneration is traced. The purpose of the study is to reveal the correlation of skills and competencies acquired during education and the graduates' employment. Over time, universities have begun to pay more attention to social and cognitive skills that are considered important for the modern labor market: critical thinking, teamwork, communication, problem solving without micromanagement. The data show the current state of affairs in higher education and in the labor market, where universities, to a greater extent, focus on competencies related to research and scientific activities, without relying on the opinions of employers. On the other hand, employers want to see graduates with a set of professional competencies that will allow them to perform their job duties without a long period of internal training. The work uses general scientific approaches to the study of the transformation of higher education, in particular, the method of institutional analysis was applied. The analyzed data allow us to take a look at the tasks that higher education faces at this stage. It was found that the link between diplomas and real skills, as well as economic rewards, is optional. Over time, universities have begun to pay more attention to social and cognitive skills that are considered important for the modern labor market: critical thinking, teamwork, communication, problem solving without micromanagement. At the same time, the problem of the slow response of higher education to the changing reality remains, in this regard, recommendations are given on monitoring feedback from graduates and employers (using quantitative and qualitative methods), so that universities will be able to adapt the courses taught more effectively. Especially important is the interaction of universities with public and private organizations that will immerse students in real work processes corresponding to the specialty.

Looking back and looking forward

AbstractThis article examines the question of the purpose and benefit of professionalization of student affairs. We discuss how student affairs is positioned and positions itself at the “third space,” in the intersection of administration, management, and the teaching and learning of students. In addition, the student affairs domain often straddles boundaries and multi‐disciplinary contexts, which results in complexity, ambiguity, and hybridity. We conclude by discussing key influences that need to be considered in the process of advancing debates and mitigating the risks of professionalization of student affairs in higher education.

Humanization of professional training specialist of information, library, and archival affairs under distance learning

The goal of the work. To determine the trends in the functioning of higher education in the field of social communications and the essence of the humanization of professional training of specialists in information, library and archival affairs, under conditions of forced distance learning of students during martial law. The research methodology consists in the application of the scienific methods and systematic method of research. The scientific novelty of the work is to expand the understanding of online learning, strategic approaches that create an inclusive climate of the online course, able to maintain cognitive and affective differences that coexist in training specialists in information, library and archival affairs in higher education. Conclusions. It was found that the system of professional training requires significant optimization, revision of the pedagogical paradigm of effective educational process, increasing attention to the study of the basics of general culture, the formation of economic, legal, political, psychological, pedagogical and informational cultures. Scientifically substantiated need for humanization of professional training of future specialists in information, library and archival affairs, special attention is paid to providing formal and informal online education, awareness of internal needs and at the same time objective need for mobile self-development, ability to adequately and dynamically communicate with others and yourself. It has been established that humanization supplies the strict, practical education strategy for online education, which creates an inclusive online course environment, which is able to support the cognitive and affective differences, that coexisted within the courses of the high education institutions. It is defined that the education humanization actualizes the issue of the improvement of the organizational and management of the future specialist culture on the basis of self-oriented technologies development, ensures self-developing conditions for the student, for his self-realization in professional activity, contributes to the growth of the mental potential, philosophy formation, moral behavior pattern. Keywords: humanization, professional training, online courses, culturally responsible training, specialists in information, library and archival affairs.

Mapping the Rise of LGBTQ+ Student Affairs: A 20 Year Review

Using a systematic literature review approach, this article examines the expanding landscape of LGBTQ+ student affairs in higher education. In reviewing 38 pieces of scholarship, several themes emerge about this line of work: how LGBTQ+ student affairs work came to be, how students experience LGBTQ+ centers, and ongoing organizational concerns. Implications for research and practice are offered.

Deinscribing Gender in Research across Global Contexts

Book Review| August 01 2020 Deinscribing Gender in Research across Global Contexts Starting with Gender in International Higher Education Research: Conceptual Debates and Methodological Considerations. Edited by Henderson, Emily F. and Nicolazzo, Z. New York: Routledge, 2019. 252 pp. D-L Stewart D-L Stewart D-L Stewart is professor in the School of Education, cocoordinator of Student Affairs in Higher Education, codirector of CSU Initiatives for the Race and Intersectional Studies in Educational Equity (RISE) Center, and affiliated faculty in the Center for Women's Studies and Gender Research at Colorado State University. Search for other works by this author on: This Site Google TSQ (2020) 7 (3): 521–523. https://doi.org/10.1215/23289252-8553272 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation D-L Stewart; Deinscribing Gender in Research across Global Contexts. TSQ 1 August 2020; 7 (3): 521–523. doi: https://doi.org/10.1215/23289252-8553272 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsTSQ: Transgender Studies Quarterly Search Advanced Search In Starting with Gender in International and Higher Education Research: Conceptual Debates and Methodological Consideration, Emily Henderson and Z Nicolazzo bring together an international group of authors to think about what it means to do research with and on gender in and about postsecondary institutions. This research focuses not just on institutions but also their participants: faculty, administrative staff, and students. As Henderson and Nicolazzo write in the introduction, “This text is specifically targeted at researchers who are grappling with the challenges of researching in/around/with/through gender in the current moment of higher education” (2). More specifically, they point readers to the book's central question, “When we say we are doing gender research, what do we mean we are researching?” (4). This is not only an important question but also one rife with implications for scholars and policymakers within and beyond the academy.Starting with Gender in International Higher Education... Issue Section: Book Reviews You do not currently have access to this content.

‘Pull’ more than ‘push’ for organic alumni development

Despite increasing importance of alumni affairs in higher education, considerable efforts on alumni development have often failed to reach their full potential in terms of alumni engagement and alumni support across institutions. At Texas A&M University-San Antonio, the alumni office drew on ‘push’ and ‘pull’ marketing strategies to achieve organic alumni growth with an extremely limited budget. This paper discusses (1) the successes and limitations of the push strategies that were employed for alumni development, such as social media marketing and alumni events, and (2) the benefits and challenges of the pull strategies that were used to primarily target at the university’s current students.

Editors’ Notes

Editors’ Notes

Effects of Study Abroad on Graduate Student Dispositions, Knowledge and Skills

While there is considerable anecdotal commentary on the effects of study abroad experiences on the students’ worldview, there is substantially less research supporting evidence of this change. This qualitative study is grounded in the thematic area of emphasis called globalism that is described in the ACPA/NASPA professional competency document released in the Fall of 2015 for application to student affairs professional practice. It examines the effects of two global study experiences offered for graduate students studying Student Affairs in Higher Education. Findings revealed gains in graduate student dispositions, knowledge, and skills in areas of anticipated personal and professional growth along with development in unanticipated dimensions.

Fred P. Ellison and the State of Luso-Brazilian Studies in the Twenty-First Century

Fred P. Ellison (1922–2014) was a pioneer in the field of Luso-Brazilian Studies in North America. This cluster of short essays by teacher-scholars who studied and/or worked with Ellison examines his multifaceted leadership in the field and his contributions to Portuguese language instruction, literary criticism, and translation. Colleagues relate his trail-blazing work, and long-term activities for over four decades (c.1950–c.1990), to the current state of Luso-Brazilian affairs in higher education.

Contested Issues in Student Affairs: Diverse Perspectives and Respectful Dialogue (review)

is your level of understanding of the many moral, ideological, and political issues that student affairs educators regularly encounter? What is your personal responsibility to addressing these issues? What are the rationales behind your decisions? What are the theoretical perspectives you might choose and why? How do your responses compare with those of colleagues?Contested Issues in Student augments traditional introductory handbooks that focus on functional areas (e.g., residence life, career services) and organizational issues. It fills a void by addressing the social, educational and moral concepts and concerns of student affairs work that transcend content areas and administrative units, such as the tensions between theory and practice, academic affairs and student affairs, risk taking and failure; and such as issues of race, ethnicity, sexual orientation, and spirituality. It places learning and social justice at the epicenter of student affairs practice.The book addresses these issues by asking 24 critical and contentious questions that go to the heart of contemporary educational Intended equally for future student affairs educators in graduate preparation programs, and as reading for professional development workshops, it is designed to stimulate reflection and prompt readers to clarify their own thinking and practice as they confront the complexities of higher education.Student affairs faculty, administrators, and graduate students here situate these 24 questions historically in the professional literature, present background information and context, define key terms, summarize the diverse ideological and theoretical responses to the questions, make explicit their own perspectives and responses, discuss their political implications, and set them in the context of the changing nature of student affairs work. Each chapter is followed by a response that offers additional perspectives and complications, reminding readers of the ambiguity and complexity of many situations.Each chapter concludes with a brief annotated bibliography of seminal works that offer additional information on the topic, as well as with a URL to a moderated blog site that encourages further conversation on each topic and allows readers to teach and learn from each other, and interact with colleagues beyond their immediate campus. The website invites readers to post blogs, respond to each other, and upload relevant resources. The book aims to serve as a conversation starter to engage professionals in on-going dialogue about these complex and enduring challenges.Short ContentsThe 24 questions are organized into four units.I. The Philosophical Foundations of Student Affairs in Higher Education explores the implications and complications of student affair educators placing learning at the epicenter of their professional work. II. The Challenges of Promoting Learning and Development explores the challenges associated with learning-centered III. Achieving Inclusive and Equitable Learning Environments addresses crafting learning environments that include students whose needs are often labeled special, or students and/or student subcultures that are often marginalized and encouraged to adapt to normalizing expectations. IV. Organizing Student Affairs Practice for Learning and Social Justice addresses the organizational and professional implications of placing learning and social justice at the epicenter of student affairs practice.

A Pervasive Apartheid? An Analysis of Changing Higher Education in South Africa and its Relationship with the State

This paper reviews briefly the relationship between the South African government and higher education. This relationship, which has shaped the landscape of higher education, is looked at on the premise that public institutions depend to a large extent on government for funding and other resources, and as such there has been constant influence and interference in higher education affairs. Whereas under colonial rule, the relationship mimicked that of the Scottish and British universities, the postcolonial relationships had their own characteristics, emulating government policies under apartheid and confirming therefore the establishment of two‐tier university systems. Like most African countries, South Africa is currently faced with an immense task to bring together economic, social and political stability. This requires proactive national policies to develop particular skills and therefore a focused intervention and delivery within and through the institutions of higher education.

What Judicial Officers Need to Know About the HIPAA Privacy Rule

This article reviews and analyzes how the Standards for Privacy of Individually Identifiable Health Information, or “Privacy Rule” of Public Law 104–191 of the Health Insurance Portability and Accountability Act of 1996 (HIPAA), have impacted the administration of student judicial affairs in higher education. In addition to briefly summarizing the regulations, the article describes how HIPAA has been interpreted to apply to campus health services and examines how the Privacy Rule relates to the Family Educational Rights and Privacy Act of 1974 (FERPA), to campus police and security operations, and to the maintenance of disciplinary records. The author concludes that the Rule will not interfere with FERPA and should have little appreciable effect on ordinary judicial affairs operations in higher education. However, it may modify the ways in which student affairs professionals interact with health care providers in their institutions’ communities. Nine “best practice” recommendations are offered.

What Judicial Officers Need to Know About the HIPAA Privacy Rule

This article reviews and analyzes how the Standards for Privacy of Individually Identifiable Health Information, or “Privacy Rule” of Public Law 104–191 of the Health Insurance Portability and Accountability Act of 1996 (HIPAA), have impacted the administration of student judicial affairs in higher education. In addition to briefly summarizing the regulations, the article describes how HIPAA has been interpreted to apply to campus health services and examines how the Privacy Rule relates to the Family Educational Rights and Privacy Act of 1974 (FERPA), to campus police and security operations, and to the maintenance of disciplinary records. The author concludes that the Rule will not interfere with FERPA and should have little appreciable effect on ordinary judicial affairs operations in higher education. However, it may modify the ways in which student affairs professionals interact with health care providers in their institutions’ communities. Nine “best practice” recommendations are offered.

Sustainable development in higher education in Russia

This article focuses on attempts to introduce elements of sustainable development education into the curriculum of one of the largest Russian universities. At St Petersburg State University, compulsory courses relevant to sustainable development have been introduced or modified in 14 faculties out of 20 during the last decade. Examples of environmentally oriented projects within and outside the university are given. The authors touch upon the state of affairs in higher education in Russia, and write about sustainable development in a wider sense, beyond the environmental context. Sustainable development in education for Russia is one of the most important prerequisites for sustainable development in society. A model for reforming the system of national higher education is given to illustrate possible ways of achieving sustainability in education.

Sustainable development in higher education in Russia: the case of St. Petersburg State University

This article focuses on attempts to introduce elements of sustainable development education into the curriculum of one of the largest Russian universities. At St. Petersburg State University, compulsory courses relevant to sustainable development have been introduced or modified in 14 faculties out of 20 during the last decade. Examples of environmentally oriented projects within and outside the university are given. The authors touch upon the state of affairs in higher education in Russia, and write about sustainable development in a wider sense, beyond the environmental context. Sustainable development in education for Russia is one of the most important pre-requisites for sustainable development in society. A model for reforming the system of national higher education is given to illustrate possible ways of achieving sustainability in education.

College Leadership: Learning from Experience

Executive Summary This research paper is based on a content analysis of speeches and writings of 32 college presidents representing all institutional types. The data analysis yielded five themes that presidents discuss in their addresses: restructuring, leadership and governance, technology and the future, university as citizen, and diversity. Recommendations, from the presidents, to undertake these issues are also discussed. ********** People interested in issues affecting higher education listen closely to college presidents. Perhaps this is because in times of crisis or concern many recognize that presidents occupy strategic positions from which to interpret and articulate information about the academy. This may be why the presidency carries an aura of credibility (Flawn, 1990). As with most aspects of higher education, the presidency has been through a slow historical evolution (Brubacher & Rudy, 1997). The history of higher education in America has seen the college presidency move from an instructional and basic administrative role, most often held by clergymen, to an extensive position as chief executive officer of the institution. The former tended to be a weaker post as compared to the more potent modern presidential offices (Birnbaum, 1999). Early presidential power was not so much a function of personal character as it was a function of the degree of board, faculty or state control. During the 19th century, as scholarship began to outweigh clerical credentials in the academy, presidents emerged through the faculty ranks and were regarded as primus inter pares (Brubacher & Rudy, 1997). It was at this time that notable educational leaders such as Daniel Coit Gilman and Charles Eliot transformed the college presidency into a distinguished and powerful office. Today, the American college presidency has been elevated to great importance by tradition, formal title, institutional by-laws, and symbolism (Balderston, 1995). Organizational changes in contemporary higher education administrations have taken many specific tasks out of the hands of presidents and placed them into the hands of several subordinate offices. However, even with vice presidents, deans, chairs, registrars, librarians, and others working on many day to day campus operations, certain leadership responsibilities remain the duty of the president (Balderston, 1995). These areas of responsibility include: (1) reflecting upon and articulating the institutional values, goals, and mission; (2) acting as a local and regional community leader on issues affecting society; and (3) contributing, as a professional educational leader, to the national conversation on the present and future state of higher education. Specifically, presidents often reflect and articulate upon these three areas of responsibility in the forum. As chief spokesperson for the institution, both internally and externally, the president is in an influential and powerful position to muse publicly about his or her institution, the larger societal issues, and higher education as a whole (Fisher & Koch, 1996; Green, 1997). Through published speeches, editorials, and articles in scholarly and lay journals, the office of the college and university president can be transformed into a public office and become a powerful platform from which to speak. From this platform the president's ideas may be widely disseminated and contribute to the national debate regarding these issues. The purpose of the study discussed in this paper is to present and analyze published works of contemporary college and university presidents who contribute to the national discourse on current and future affairs in higher education. Higher education is currently under fire from diverse constituencies to be both productive and accountable. American colleges and universities are often subject to what Stephen Trachtenberg, president of George Washington University, calls bad press (Trachtenberg, 1994, p. …

Counter images of Australia's movement to an undifferentiated higher education system: An analysis

This article is concerned with reactions to systemic change as Australian higher education was transformed from a binary system (of Colleges of Advanced Education, CAEs, and universities) to a unitary system of universities. It, in turn, was part of the much more influential role which government now played in higher education affairs. The ‘counter images’ relate to the expressive positions of those who were either opposed to, or had deep reservations about, this transformation.

Reinventing Student Affairs

The authors question the current role of student affairs in higher education, offering a new vision and a new challenge for the profession.

THE RANGE OF AN AGENDA

The Central Institute for Higher Education of Berlin is introduced and a short history of the institution is given. Founded in 1982, it is an example of a centralized national centre for research on higher education, having had responsibility for higher education research in the whole of the former German Democratic Republic. In order for the Institute to survive in the new, reunited Germany, it has had to change its strategies and the scope of its investigations which will now be arranged around four major fields of investigation. Having acquired great expertise in the study of higher education in the former German Democratic Republic and also having done work on the higher education systems of the other European socialist countries, the Institute is currently well suited to continue its specialization in eastern European higher education affairs and to make very positive contributions in the future.

Greek Affairs in Higher Education

An introduction to the Special Edition on fraternities and sororities.