Universal Approach 

Student support must be grounded in a set of principles and values that considers the expressed needs of those it services - students (Ludeman and Strange, 2009, p.5). 

Although specific principles, values, and beliefs may vary depending on region or country, some tenants have a nearly universal approach. The universal methods include purpose and partnerships, access and diversity, learning, and resource management.

Purposes and Partnerships

1. Higher education professionals and student support faculty must be student-centered and acknowledge students as partners and responsible stakeholders in their education. Student support must include students in the process as they have the right and responsibility to organize, participate in governance, and pursue their personal and social interests.

2. Establish partnerships within and beyond the academy. Partnerships should include:

   • Students

   • Faculty

   • Staff

   • Alums

   • Parents

   • Employers

   • Social service agencies

   • Primary and secondary school systems

   • Government agencies

   • Local, national, regional, and global community representative

3. Delivering student service functions and services must occur seamlessly, meaningfully, and in an integrated manner with the institution's academic mission. Building these practices and policies must rely on sound principles and research by partnering with others throughout the campus community.

4. Student service professionals are key players in the advancement of talents, requiring partnerships at the national and international levels through cooperative exchanges, conferences, seminars, and shared research.

Ludeman, et al. (2009) Section II p. 5-6.

Access and Diversity

1. Students, faculty, and student services professionals come from varying backgrounds and encounter differences in histories, experiences, and points of view. Efforts must attract and retain a diverse student body and staff.

2. The mission for student support functions and services must be consistent with the institutional mission, its educational purposes, the locale in which it is operating, and its student characteristics. Establishing programs and allocating resources must meet the ultimate goal of student affairs functions and services: enhancement of student learning and development.

Ludeman, et al. (2009) Section II p. 6.

Learning

1. Student affairs function and services should assume leadership of students' personal and development needs as well as appropriate advocacy of students in general. 

2. Students encounter three major transitions related to their higher education experience. Support must be available for students during these transitions through timely and accurate information, a broad range of services, and activities that engage them in the learning process within and beyond the classroom. Transitions include:

• • Moving into higher education

  • Through their collegiate and university life

  • Moving from their higher education to careers and the immediate workplace.

3. All higher education stakeholders must promote independent, self-directed student behavior within a community context.

4. Higher education must prioritize academic and career counseling programs to assist students in preparing for their life work, employment, and subsequent careers beyond the academy.

5. Tools of information technology (IT) should serve as means in the student learning process. Student affairs and services professionals should explore ways to enhance student learning through technology and promote practical student usage through advising, counseling, and developing appropriate systems and training.

6. Good student support and services practices build supportive and inclusive communities, locally and globally.

Ludeman, et al. (2009) Section II p. 6-8

Resource Management 

1. Student support functions and services must subscribe to high standards of practice and behavior, which enable delivering the best services and programs while remaining accountable to students and other constituents. High standards of practices and behavior include:

   •  Professional preparation

   • Assessment of professional qualifications

   • Continuing training and development

   • Evaluation of services, programs, and staff performances

   • Assessment of student outcomes

   • Adherence to codes of ethics

   • Use of effective management practices

2. Ideally, student affairs and services funding sources should have diversification and include significant institutional support. Funding from outside sources, such as grants from foundations and philanthropies, cooperative relationships, and alum donations, may be necessary to provide the array and level of services required.

3. Information technology (IT) is essential to efficiently and effectively managing student services and programs. IT must therefore be made available to students and to student affairs and services workers to achieve learning and success goals for students.

Ludeman, et al. (2009) Section II p. 8

References 

Ludeman, R. B., Osfield, K. J., Hidalgo, E. I., Oste, D., & Wang, H. S. (2009). "Section II - Basic principles, values and beliefs that support an effective student affairs and services programme in higher education" in Student affairs and services in higher education: Global foundations, issues and best practices . International Association of Student Affairs and Services (IASAS). 5-8.