Key Stakeholders of Student Support

Introduction

Higher education institutions consist of various primary stakeholders and constituencies in creating a culture of support systems for students' success. They must think critically about their work, provide evidence that their programs and services contribute to clearly articulated outcomes, and collaborate across the campus to achieve them (Schuh et al., p. 413).

Commitment, dedication, and skills of student affairs professionals throughout the campus develop strong relationships with students, advocate for them while making meaningful decisions, and design programs and services to promote their learning and development (Schuh et al., p. 413)

stakeholders.mp4

Who is Involved in Student Support Services?

Hear from expert Vasti Torres on the critical stakeholders of student support.

Organizational Charts

Although titles and organization charts vary from campus to campus, some patterns are typical. At universities, the deans of the colleges or schools typically report to the provost. Vice provosts often oversee undergraduate studies, research, international affairs, and enrollment management. Small colleges generally have department chairs which may report directly to the provost (Schuh et al., p. 395).

Small Institution

The organizational hierarchy at small universities is typically flatter, so the SSAO may have many direct reports. Small university professionals interact extensively with students, individually and in groups. They also connect with faculty members via committees, campus events, and assisting students (Schuh et al., p. 399).

Large Institution

Generally, the vice president for student affairs (VPSA) in large universities reports directly to the president (Schuh et al., p. 396). Being a member of the president’s cabinet gives the SSAO access to the institution’s top leaders. It ensures they consider student welfare and interests in decision-making.

Comparative Examples

This section provides examples of three different student affairs and service delivery systems. Each reading illustrates the types of services offered, the qualifications of the staff, and issues student professionals are confronting and provides a review of the professional resources available in the countries.

singapore example.pdf

Singapore

malaysia example.pdf

Malaysia

philippines example.pdf

Philippines

References

Ambihabathy, R, (2009). "Section IX: Country reports on student affairs and services practice around the world: Malaysia" in Student affairs and services in higher education: Global foundations, issues and best practices . International Association of Student Affairs and Services (IASAS). 261-263.

Eng, S. (2009). "Section IX: Country reports on student affairs and services practice around the world: Singapore" in Student affairs and services in higher education: Global foundations, issues and best practices . International Association of Student Affairs and Services (IASAS). 290-291.

Schuh, H. J., Jones, R . S., & Torres Vasti. (2016). Student Services a Handbook for the Profession. Sixth Edition. Jossey-Bass. 375-397 (https://app.luminpdf.com/viewer/63d423996f7eccd7a75f1c8a)

Villanueva, M. B. (2009). "Section IX: Country reports on student affairs and services practice around the world: Philippines" in Student affairs and services in higher education: Global foundations, issues and best practices . International Association of Student Affairs and Services (IASAS). 275-276.

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