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.

Thesis (Ph.D.)--Bowling Green State University, 2009. / Document formatted into pages; contains ix, 356 p. Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 144-148). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisor: Marilyn Kameen. Vita. Includes bibliographical references. Available also from UMI company.

Thesis (Ed. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 144-148). Also available on the Internet.

Thesis (Ed. D.)--UCLA, 2008. / Description based on print version record. Includes bibliographical references (leaves 124-132).

abstract: With budgets on the decline, university officials are seeking alternative methods to maintain and increase the type of services provided to students. By incorporating social entrepreneurial competencies in the daily actions of university staff members, staff members will be able to perform their work more effectively and help students acquire skills such as innovative thinking, which is needed in today's society. Social entrepreneurs are defined as change agents for society; these individuals seize opportunities missed by others, improve systems, create solutions, innovate and adapt, leverage resources they do not control, and advocate for what they and others need to be successful (Ashoka, 2010a; Bornstein & Davis, 2010; Dees, 1998). Universities will be more successful in respect to helping students with a workforce of social entrepreneurs capable of leveraging resources. Through action research, this study utilized a phenomenological perspective with both qualitative and quantitative methods of data collection and analysis to introduce social entrepreneurial competencies to the live-in housing professionals (pro-staff) at Arizona State University (ASU) and then examined the incorporation of the competencies into the pro-staff's daily work. Ten current pro-staff participated in two phases of the study, each of which consisted of surveys and workshops. Participants' responses indicated that there are five competencies and three strengths related to social entrepreneurship that are significant to the pro-staff position and their daily work at ASU. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2012

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-09-25T13:13:35Z No. of bitstreams: 1 rosanaoliveiradilly.pdf: 1018880 bytes, checksum: 42a9be4e21ba0c9bad3fb02e3d0d35e5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-10-16T12:11:26Z (GMT) No. of bitstreams: 1 rosanaoliveiradilly.pdf: 1018880 bytes, checksum: 42a9be4e21ba0c9bad3fb02e3d0d35e5 (MD5) / Made available in DSpace on 2018-10-16T12:11:26Z (GMT). No. of bitstreams: 1 rosanaoliveiradilly.pdf: 1018880 bytes, checksum: 42a9be4e21ba0c9bad3fb02e3d0d35e5 (MD5) Previous issue date: 2018-07-27 / A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). Com o processo de democratização do acesso ao ensino superior, um novo perfil de estudante ingressou nas universidades públicas brasileiras. Estudantes em situação de vulnerabilidade social tiveram acesso aos cursos de graduação, exigindo das políticas de assistência estudantil ações para que estes estudantes permanecessem nos cursos e tivessem sucesso em sua formação. O Programa Nacional de Assistência Estudantil (PNAES), Decreto nº 7.234/2010, se traduz em diversas ações, com o objetivo de proporcionar a permanência do estudante nos cursos de graduação, a redução das desigualdades sociais e regionais para a conclusão do ensino superior, a redução da evasão e retenção e a inclusão social pela educação. Dentre estas ações, existe a previsão do desenvolvimento de atividades esportivas. Foi verificado que a Pró-Reitoria de Assistência Estudantil (PROAE), da Universidade Federal de Juiz de Fora, lócus da presente pesquisa, não estava desenvolvendo ações relativas ao esporte. A partir do exposto, torna-se importante verificar os motivos que levaram ao não cumprimento das ações esportivas pela PROAE e o porquê desta omissão se manter até os dias atuais. Pretende-se, com o presente trabalho, propor soluções para implementar as ações na área do esporte, com o objetivo de atender à determinação do PNAES. Durante a pesquisa, foram verificadas algumas dificuldades para a implementação de ações esportivas de assistência estudantil, que estavam ligadas à concepção restrita dos estudantes sobre o que é assistência estudantil e à limitação de recursos humanos, financeiros e de espaço físico por parte da universidade. Diante destas dificuldades, foram desenvolvidas algumas propostas de resolução, como campanhas de divulgação nas mídias digitais e revisão do projeto Boas-Vindas. Tais iniciativas visavam ampliar a concepção dos estudantes sobre a assistência estudantil e a participação dos estudantes na gestão e avaliação das ações da PROAE. Além disso, também procuravam provocar a conscientização dos estudantes sobre a relação entre a prática de atividades físicas regulares e a melhoria da qualidade de vida durante a graduação. Em relação às limitações estruturais, foi apresentada uma proposta de expansão, com a realização de seis ações: i) a criação de uma comissão de esportes; ii) a solicitação de um profissional com formação em Educação Física para compor a equipe da PROAE; iii) a realização de parcerias por recursos humanos; iv) a realização de parceria por espaço físico na Faculdade de Educação Física e Desportos (FAEFID); v) a utilização de outros espaços disponíveis no campus para o desenvolvimento de projetos esportivos e vi) a solicitação de recursos próprios da UFJF para a condução de novos projetos. Foi proposto um projeto esportivo de assistência estudantil na UFJF, que considera todos os estudantes das graduações presenciais como público alvo. Através de um conjunto de ações, ele tem por objetivo realizar o incentivo à prática esportiva entre os estudantes, que pode se dar de diversas formas, seja na realização de atividades orientadas, ou por meio de iniciativas dos próprios estudantes. / The present dissertation was developed at the Professional Master‟s Degree in Educational Management and Assessment (PPGP, in Portuguese) of the Center for Public Policies and Educational Assessment at the Federal University of Juiz de Fora. With the process of democratization in the access to higher education, a new kind of student enrolled at Brazilian public universities. Students in situation of public vulnerability had access to undergraduate courses, demanding from student public policies actions aiming at the permanence of such students as well as towards academic achievement. The National Program of Student Assistance (PNAES, in Portuguese), Decree 7.234/2010, translates into several actions having as goals the permanence of students in undergraduate courses, reducing social and regional inequalities, reducing evasion and retention and social inclusion through education. Among such actions, there is a plan of developing sport activities. It was verified that the Department of Student Affairs – PROAE, in Portuguese of the Federal University of Juiz de Fora, focus of this research, was not developing actions related to sports. From this scenario, it becomes important to verify the reasons that led to not following the sportive actions by the PROAE and the reason why such omission remain nowadays. We intend with the present dissertation to propose solutions in order to implement actions in the field of sports, aiming at fulfilling the guidelines provided by PNAES. Over the course of the research, we have verified a few hurdles to the implementation of sportive actions in student affairs. Such difficulties were connected to the narrow understanding of the nature of student affairs and the shortage of human and financial resources, as well as amenities at the university. Faced with such hurdles, we have developed a few proposals, such as: awareness campaigns in digital media and reviewing the Orientation Program to widen the student body understanding regarding student assistance; student participation in the management and assessment of the actions at PROAE; and raising awareness among students on the connection between regular physical activities and improvement in quality of life during their undergraduate years. Regarding the structure of the campus and its amenities, we have presented a plan of expansion with six actions: the creation of a sports committee, the request of a member from the Physical Education faculty to compose the team at PROAE, the establishment of partnerships towards human resources, the establishment of a partnership towards the use of the amenities at the College of Physical Education, the use of other amenities on campus to develop sports projects and the request of resources from the university to conduct new projects. We have proposed a sports project of student assistance at UFJF that considers every student of undergraduate classroom courses as its target audience and by means of a set of actions that has as its goal to incentivize sports practice among the students may come in many shapes, not only in the offering of guided activities, but also providing incentive for such actions to be proposed by the students themselves.

The aim of this study is to examine the impact of diversity on student engagement and academic success within a university setting. Understanding the impact of diversity at postsecondary institutions is important because the population of the United States is becoming increasingly diverse, a trend that is also reflected in educational institutions. Previous research has largely focused on diversity among the study body (i.e. admissions) and in the classroom (i.e. curriculum). However, the current study focuses on student experiences with diversity outside of the classroom. Student interactions with peers from diverse backgrounds were measured using the Experiences With Diversity Index (EWDI) subscale of the College Student Experiences Questionnaire (CSEQ). An ANOVA was conducted to compare group differences on experiences with diversity based on gender, race/ethnicity, and generational status. The results found Hispanic college students reported more frequent experiences with diversity than did their Black or White peers. A moderated regression was conducted to examine the relationship between experiences with diversity and academic success (GPA). The results found no significant relationship between diversity experiences and GPA, regardless of gender, race/ethnicity, or generational status. Recommendations for future practice and research are discussed.

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