Examining the experiences and characteristics of academic affairs and student affairs leaders identifying as social gadflies.

This essay compares the narratives that have emerged in recent years to describe the higher education enterprise with the narratives used to describe student affairs endeavors. I posit that the way in which student affairs professionals present their agenda is out of sync with the market-driven culture of the academy. The seven Principles of Good Practice are used to illustrate the incongruence between student affairs and academic affairs narratives on campus. I offer ways that those Principles can be recast to be more closely aligned with the new academic marketplace.

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Intercultural Effectiveness in Libraries

Promoting Ethnic Diversity and Multiculturalism in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-4097-7.ch012 ◽

2018 ◽

pp. 219-236

Author(s):

Nancy Abashian ◽

Sharon Fisher

Keyword(s):

Student Success ◽

Student Affairs ◽

Cultural Competency ◽

Historical Review ◽

College Campuses ◽

Academic Affairs ◽

Hiring Practices ◽

Review Of The Literature ◽

Intercultural Effectiveness

In response to the growing diversity represented on university college campuses, libraries are positioning themselves to contribute to student success by implementing cultural competency strategies into their policies, programs, and hiring practices. In this chapter, the authors outline the mutually beneficial relationship between student affairs and the libraries─most commonly situated within academic affairs. A historical review of the literature describes the emergence of student affairs within the academy and their relationship with academic affairs. The literature review is followed by a study in the evolving roles of student affairs and libraries in higher education. The authors go on to present a case study highlighting co-curricular partnerships between libraries and offices throughout student affairs that promote cultural competency and intercultural effectiveness.

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A Grounded Theory of Academic Affairs and Student Affairs Partnerships for Diversity and Inclusion Aims

The Review of Higher Education ◽

10.1353/rhe.2015.0044 ◽

2015 ◽

Vol 39 (1) ◽

pp. 97-122 ◽

Cited By ~ 7

Author(s):

Lucy LePeau

Keyword(s):

Grounded Theory ◽

Student Affairs ◽

Academic Affairs ◽

Diversity And Inclusion

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Collaborating with Academic Affairs: The Development of a Sexual Assault Prevention and Counseling Program Within an Academic Department

NASPA Journal ◽

10.2202/0027-6014.1151 ◽

2001 ◽

Vol 38 (4) ◽

Author(s):

Elizabeth A. Yeater ◽

Patricia Miltenberger ◽

Rita M. Laden ◽

Shannon Ellis ◽

William O'Donohue

Keyword(s):

Sexual Assault ◽

Student Affairs ◽

College Campuses ◽

Academic Department ◽

Academic Affairs ◽

Sexual Assault Prevention ◽

University Campus ◽

Counseling Program ◽

History Of ◽

Assault Prevention

The history of a collaboration between an academic department and student affairs on a university campus is discussed. Details regarding the development and evaluation of a sexual assault prevention and counseling program are provided. Advantages to this collaboration for both the psychology department and student affairs are highlighted. Suggestions for future collaborations on other college campuses are discussed.

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Crossing University Boundaries: Academic Affairs & Student Affairs Partnerships for Experiential Student Leadership Learning

Journal of Leadership Education ◽

10.12806/v19/i1/a1 ◽

2019 ◽

Vol 19 (1) ◽

Author(s):

Megan S. Downing, Ed.D.

Keyword(s):

Student Affairs ◽

Student Leadership ◽

Academic Affairs

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Factors that support or inhibit academic affairs and student affairs from working collaboratively to better support holistic students' experiences: a phenomenological study

10.17918/etd-3988 ◽

2021 ◽

Author(s):

Joshua Sean O'Connor

Keyword(s):

Student Affairs ◽

Phenomenological Study ◽

Academic Affairs

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The Model of Technology-Supported Learning for Special Educational Needs Learners

The Future of Accessibility in International Higher Education - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-2560-8.ch012 ◽

2017 ◽

pp. 202-218

Author(s):

Roslinda Alias ◽

Nor Aziah Alias ◽

Johan Eddy Luaran ◽

Rosilawati Sueb ◽

Mahadi Kamaludin

Keyword(s):

Higher Education ◽

Student Affairs ◽

Academic Affairs ◽

Comprehensive Model ◽

Subject Matter Experts ◽

Special Educational Needs ◽

The Public ◽

Special Unit ◽

Needs Assessments ◽

Main Component

The Model of Technology-Supported Learning can be considered among the comprehensive model in creating the inclusive environment for SWDs. It is based on the two needs assessments conducted among the public and 66 SWDs from eight Malaysian HEIs. It was then validated by a heterogeneous group of 11 subject matter experts (SMEs) from overseas and locals via the Delphi Technique. The consensus among the SMEs was achieved at the Round Two of Delphi. This indicates that the Model of Technology Supported Learning for SEN Learners is feasible and accepted to be implemented in the Malaysian HEIs. The Model comprised of one main component with six sub-components namely: 1) Academic Affairs, 2) Student Affairs, 3) Library, 4) University Administration, 5) Community, Industrial Networking, and Alumni, and 6) Special Department/Unit for SEN learners. In this chapter, the focus will be given on the special unit for SEN learners' component. The exemplification of the component will be discussed further to demonstrate how the Model is feasible to be implemented in higher education.

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