blog




  • Essay / Overview of current philosophical trends in higher education...

    Patton and Harper (2009) question why student affairs must always be theoretical or practical in nature. Why do administrators always have to choose between practice and theory? With such a wide range of theories to consider regarding student affairs in higher education, it is difficult to know whether to choose between theory and practice. When a specific theory is overused more than others, tensions rise and concerns go unresolved, which only creates more problems (Manning, Kinzie, & Schuh, 2013). Manning et al (2013) go on to argue that the one-size-fits-all approach does not satisfy today's higher education sector. Differentiating theory and practice is a necessary convention due to the multiple types of demographics of today's student population, including differing organizational models, emphasis on degree offerings, and types of institutions. The purpose of this article is to present current philosophical trends in higher education student affairs. Educational Philosophy for Student Affairs Practices Drawing on substantial national survey data, as well as numerous focus groups, Levine and Dean (2012) place global and national events in context. of contemporary student life and how these events have shaped students' views and preferences. Focusing on environmental theory, individuals' backgrounds and specific experiences within generations are described as highly influential in justifying student affairs needs in higher education. Also drawing on surveys of senior student affairs officials, the results were analyzed and delineated substantive findings. Most notably, the results indicate a marked increase in the reasons students felt they benefited from going to college......middle of article......final of College Student Development , 53(2), 177-191. O'Keeffe, P. (2013). A sense of belonging: Improving school perseverance. Journal of University Students, 47(4), 605-613. Patton, L. and Harper, S. (2009). Using reflection to reframe theory into practice in student affairs. In G. McClellan & J. Stringer (Eds.), The Handbook of Student Affairs Administration (3rd ed., pp. 147 - 161). San Francisco, CA: Jossey-Bass. Ribera, T., Fernandez, S. and Gray, M. (2012). Assessment Matters: Considering the scholarship of teaching and learning in the field of student affairs. About Campus, 16(6), 25-28. doi:10.1002/abc.20084Schwartzman, R. (2013). Are students customers? The metaphorical mismatch between management and education. Education, 116(2), 215 – 222. Stebleton, M. and Aleixo, M. (2011). Reflection on the past; Shaping the future of student affairs. Student Affairs Journal, 11(2), 6 – 26.