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Student Services in Bible Colleges and Universities Accredited by the Accrediting Association of Bible Colleges (AABC)Rogers, Kathi L. 05 1900 (has links)
This study attempted to determine the types, extent, and quality of student personnel services in colleges and universities accredited by the Accrediting Association of Bible Colleges (AABC). The Basic Services Questionnaire (BSQ) was adapted for use among Bible colleges and universities and mailed to chief student affairs officers representing 69 Bible colleges in the United States accredited by the AABC. Of the 71 surveys mailed (two institutions employed both a Dean of Men and Dean of Women), 46 were returned for a response rate of 65 percent.
Chi-square tests of goodness-of-fit were performed on the data in order to categorize the types, extent, and quality of student services provided by the institutions. The Mueller-Schuessler Index of Qualitative Variation was used to determine the homogeneity, or heterogeneity, of the chief student affairs officers when grouped according to specific variables (gender, ethnic origin, major for highest degree earned, and highest degree earned). Frequency counts and percentage distributions were used on demographic data to present a profile of chief student services administrators at AABC schools.
The results of the study point to four conclusions. First, the types of student personnel services provided by American Bible colleges and universities accredited by the AABC closely match those offered by the Southern Association of Colleges and Schools (SACS) as essential to student services divisions within colleges or universities.
Second, the extent of the student personnel services provided by American Bible colleges and universities accredited by the AABC was average to broad. Student services such as student development and financial aid were rated as broad to very broad.
Third, quality of student personnel services at AABC institutions was fair to good. Financial aid services and student activities were rated as very good.
Fourth, the chief student affairs officers at American Bible colleges and universities accredited by the AABC were homogeneous in regard to gender, ethnicity, and education.
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A study of awareness, usage and satisfaction of selected student services by foreign (international) and domestic students at Oregon State UniversityAlegado, Gideon Zarraga 20 August 1997 (has links)
This study examined the utilization of selected student services by domestic and
foreign students in their sophomore, junior, or senior year at Oregon State University during
Winter 1994 to find out if differences in awareness, usage, and satisfaction existed between
them. It also examined if differences in awareness, usage, and satisfaction existed between
groups within the variables of gender, age, and academic status; marital status was included
in the questionnaire for demographic profile purposes only. Thirty-one services provided by
the six departments under the Vice Provost for Student Affairs were selected for the study. A
comparison of quality ratings was made between Student Affairs Departments that used a
formal process of evaluation and those that did not.
The Student Services Awareness and Usage Questionnaire was developed and used.
A sample of 150 domestic students and 150 foreign students were randomly selected, with
equal representation by gender and academic status. A total of 193 questionnaires (64%)
were returned, 116 from domestic students and 77 from foreign students. The five null
hypotheses were tested using either the chi-square test, t-test, or Fisher's exact test.
The study found that a majority of domestic respondents (97%) were aware of more
services than a majority of foreign respondents (77%). A majority of each group used only
about one-third of the services, with the domestic respondents using one service more than
the foreign respondents. Seventeen percent of the domestic respondents and 20% of the
foreign respondents were satisfied, while 83% of the domestic respondents and 80% of the
foreign respondents were neither satisfied nor dissatisfied. Neither group indicated being
very dissatisfied, dissatisfied, or very satisfied with any of the services. The findings from
the other variables yielded varying results. The use of a formal process of evaluation by
some service departments did not result in their obtaining higher quality ratings than the rest.
Recommendations for administration and further research were included to address
the issues involving student services and how they can be delivered more efficiently and
effectively to benefit the university's diverse student population. / Graduation date: 1998
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Stakeholders' perceptions of the role of student affairs in university education at Midlands State University (MSU).Chinoda, Tatenda. January 2013 (has links)
This study sought to determine what university stakeholders see as the role of the division of student affairs in university education. 20 participants were drawn as follows: 5 students; 5 lecturers; 5 administration and senior management staff; and 5 student affairs staff. Recorded open-ended interviews were used as the data collection instrument in this qualitative research using the interpretive social science as a paradigm. Categorisation and coding of data centred on Blimling’s (2001) communities of practice in student affairs. The ‘Other’ category was added to cater for any other responses which did not fall within the espoused four communities of practice in student affairs by Blimling. Thematic and content analysis was employed in addition to the Lacey and Luff’s (2001) stages in the analysis of qualitative data. The study used both the first-order and second-order interpretations in assigning significance. This study revealed that the division of student affairs is perceived as primarily responsible for provision of student services - a non-academic, non-complementary yet supplementary role to the teaching of students in a university. Secondly, student affairs is also perceived as responsible for student development programmes targeting the growth of the ‘person’ in the student amid concerns, though, that this tends to be haphazard hence risks being branded ‘a secondary thing’ that requires less human and material resources. In the main, this study recommends that all units of the university operation must collaborate in so far as the total learning and development of a student into a responsible and meaningful citizen is concerned. As faculty does much of this role in the lecture room, so does the division of student affairs outside the classroom. However, the latter is challenged to develop planned scholarship in an outcomes based education (OBE) fashion. Finally, it is also recommended that universities recognise, reward and award students’ achievement out of class by any means necessary if not by way of another transcript that reveals the student’s learning and development out of class. It has been claimed that more than 90% of what a student learns takes place outside the lecture room. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.
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An investigation of the effective supervision and communication competence of chief student affairs officers in Christian institutions of higher educationWilcoxson, Douglas A. Baier, John L., January 2007 (has links)
Thesis (Ph. D.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.
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Relationships among secondary principal use of time, principal effectiveness, and student achievementGordon, Robert L. January 1996 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 144-148). Also available on the Internet.
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Relationships among secondary principal use of time, principal effectiveness, and student achievement /Gordon, Robert L. January 1996 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 144-148). Also available on the Internet.
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Negative parent interaction and the student affairs professionalRouse, Sandra A. January 1900 (has links)
Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Deborah Taub; submitted to the Dept. of Curriculum and Instruction. Title from PDF t.p. (viewed May 11, 2010). Includes bibliographical references (p. 71-82).
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Roses that grew from the concrete a critical investigation of the intersection of race and gender on the lived experiences of African American male senior student affairs officers at predominately white institutions /Hart, Rahmon S. January 2009 (has links)
Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 288-298) and index.
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The design, implementation and evaluation of student support and development services in further education and training colleges in South AfricaFerreira, Stephanus Lourens January 2002 (has links)
Philosophiae Doctor - PhD / The Student Support and Development Services (SSDS) at Further Education and Training (FET) colleges represent a holistic and systemic approach to addressing barriers to learning and development. College SSDS are based on the acknowledgement that all FET students need support and development and that, when addressing needs of the college student, it is done in a holistic, integrated, intersectional and inclusive manner. The SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services. student counselling services academic development and learning support occupationald evelopmenat nd career guidance life skills education and health education, and college institutional development. Student counselling services at FET colleges aim to render comprehensive student services with a holistic developmental aspect of the student in relation to his/her social, emotional, physical and cognitive dimensions. The staff of the LSDT are the first line of contact for the troubled student. Academic development is aimed at the students who enter the FET sector with inadequate schooling, education and training. Orientation programmes include bridging the gap between schooling and FET education and training. Bridging programmes and remedial programmes are offered to students to compensate for their academic backlog and to accelerate their education and training up to a level suitable for FET. / South Africa
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Perceptions of Student Affairs Services by Students and Student Affairs Personnel at Andrews University, Berrien Springs, MichiganAkos, Hosea Dodo 12 1900 (has links)
The purpose of this study was to investigate the perceptions of students and student affairs personnel of student affairs services at Andrews University's main campus in Berrien Springs, Michigan. A modified questionnaire, based on the work of Selgas and Blocker (1974) and Glenister (1977), was developed for this study. Eleven student services found in the Council for the Advancement of Standards for Student Services/Development Program's guidelines were included. A random sample of 280 students at Andrews University received surveys, with 165 (59%) responding. The 30 full-time student affairs personnel also received surveys, with 20 (67%) responding. Students and student affairs personnel rated their perceptions of student services, using 77 statements associated with these services. Services were rated on a 6-point scale in the categories of status of knowledge, relative importance, and effectiveness. Respondents were asked to include additional comments concerning the services and to provide biographical data. The following are some of the main findings: Significant differences between students' and student affairs personnel's status of knowledge of student services were found in career planning/employment, commuter programs/services, counseling services/substance abuse education, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of relative importance of student services were found in counseling services/substance abuse education, housing/residential life programs, international student/multicultural services, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of the effectiveness of student services were found in counseling services/substance abuse education, minority student programs/services, religious programs/services, services for students with disabilities, student activities, and wellness/health. Important information for the improvement of student services has resulted from this study, which provides student insights about student services that go beyond those of the current student affairs personnel. The study also provides a program-evaluation model unique to Andrews University for periodic assessment of the status and progress of student affairs services.
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