Student Support Services: University Development and Administration
Editat de Henk Huijser, Megan Yih Chyn A Kek, Fernando F. Padróen Limba Engleză Hardback – 28 apr 2022
Această primă ediție a lucrării Student Support Services aduce o perspectivă integrată și necesară asupra serviciilor de suport pentru studenți, tratându-le nu ca simple anexe administrative, ci ca elemente vitale ale unei „ecologii de învățare” adesea invizibile. Într-un peisaj academic marcat de scăderea finanțărilor publice și de presiunea de a trata studentul ca pe un „client”, volumul coordonat de Henk Huijser, Megan Yih Chyn A Kek și Fernando F. Padró investighează cum poate fi menținut echilibrul între eficiența tranzacțională și transformarea profundă a învățăcelului.
Considerăm că forța acestui tratat de peste 900 de pagini rezidă în structura sa binară. Prima parte oferă un fundament conceptual solid, analizând viziuni despre lume și paradigmele care guvernează retenția și succesul academic. A doua parte funcționează ca o bibliotecă bogată de studii de caz și reflecții practice, unde universitățile prezintă soluții concrete pentru provocările actuale, inclusiv digitalizarea forțată și izolarea socială. Cititorii familiarizați cu Advancing Student Engagement in Higher Education de Tom Lowe vor aprecia aici extinderea analizei dincolo de implicarea activă la cursuri, către o viziune holistică ce include identitatea academică și bunăstarea emoțională post-pandemie.
Această lucrare continuă preocupările editorilor pentru adaptarea învățământului la un viitor incert, temă regăsită și în Problem-based Learning into the Future. Dacă în lucrările anterioare accentul cădea pe metodologiile de predare, Student Support Services mută reflectorul pe infrastructura umană și organizațională care susține aceste metodologii. De la scrierea academică în era metricilor de consum, până la modelele de mentorat „student-partener”, cuprinsul indică o progresie de la teorie la execuție, oferind un ghid esențial pentru administrarea universitară modernă.
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Specificații
ISBN-10: 9811658501
Pagini: 902
Ilustrații: LV, 902 p. 55 illus., 29 illus. in color.
Dimensiuni: 155 x 235 mm
Greutate: 1.95 kg
Ediția:1st ed. 2022
Editura: Springer Nature Singapore
Colecția Springer
Seria University Development and Administration
Locul publicării:Singapore, Singapore
De ce să citești această carte
Această carte este indispensabilă administratorilor universitari, consilierilor și cercetătorilor în educație care doresc să depășească modelul „studentului-client”. Veți câștiga o înțelegere profundă a modului în care serviciile de suport influențează direct retenția și succesul academic, primind în același timp soluții practice, testate în diverse contexte internaționale, pentru a crea o comunitate universitară rezilientă și incluzivă în fața noilor provocări globale.
Despre autor
Henk Huijser, Megan Yih Chyn A Kek și Fernando F. Padró sunt specialiști recunoscuți în administrarea învățământului superior și dezvoltarea curriculumului. Henk Huijser are o experiență vastă în integrarea tehnologiei în educație și în pedagogiile bazate pe probleme, în timp ce Fernando F. Padró este o voce autoritară în domeniul asigurării calității și guvernanței universitare. Împreună, aceștia au coordonat proiecte editoriale complexe în seria University Development and Administration, concentrându-se pe modul în care instituțiile de învățământ se pot adapta la supercomplexitatea lumii contemporane și la nevoile unei populații studențești tot mai diverse.
Descriere scurtă
In the context of widening participation agendas and an increasingly demand-driven higher education sector, combined with ever-tighter public funding streams and turbulent socio-political environments, the higher education sector has had to step up its game in attracting students and diversify its approaches and strategies. As part of recruitment strategies and marketing campaigns, it has become common to approach potential students as ‘customers’. Transaction as a form of two-way (beneficial) engagement has given way to transaction as an exchange for a service or a good focused on order, structure and risk aversion. This book explores whether this is a productive way of approaching it. At the same time, the impact of COVID-19 has drawn further attention to the challenges of creating a sense of community, sense of belonging, personal identity and engagement within the university environment, especially for those not habitually and constantly on-campus. The difficulty of commuter students more fully engaging with university curricular and co-curricular programs remains, especially as students have to spend more of their time working to meet direct and indirect costs of partaking in university studies. Thus, student identity, in terms of being (or becoming) an integral member of the university community, and co-and extra-curricular engagement that enhances the learning of online students are increasingly important areas for universities to pay attention to, and this book shows different pathways – both worldviews and practices - in that respect.
In an increasingly complex higher education environment, student support services find themselves in an interesting, yet often contradictory, position of having to provide a ‘customer service’ while also 'developing students’ throughout their learning journeys within the university, and their future readiness beyond the university, which is increasingly pertinent in a supercomplex world of diversity, contradictions and uncertainties. This volume explores this complexity in a holistic manner, and we are confident that the resulting discussions, implications and suggestions will provide fertile ground for conversations, reflections and explorations of student support services into the future.
Cuprins
Notă biografică
Associate Professor Megan Yih Chyn A. Kek holds a PhD in Education focusing on student development and higher education, an MBA majoring in Marketing, a Bachelor of Science in Business Information Management and a Bachelor of Arts in Social Science and Humanities. She started her early career in the Malaysian banking sector, at the back end as an organisational analyst improving business processes, and at the front-line serving clients as a senior bank officer. Before being attracted to the academia, she applied her keen interest in consumer behaviour while working in the banking sector to researching entrepreneurship and innovation of the SME sector in Singapore. Her interests in how consumers behave and what industries lacked motivated her to enter the academia with the vision to build meaningful interconnected educational environments that develop skills, knowledge, attitudes, and values that students would need to fulfil their capabilities, so that they know who they are and possess the agency to reach their potential and contribute to the well-being of themselves and families, communities, nations and ultimately, the planet. She has published papers in influential and high-ranking journals. In 2017, she co-authored a forward-oriented book (with Henk Huijser), Problem-based Learning into the Future: Imagining an Agile PBL Ecology for Learning, arguing for an interconnected educational environment for student development and learning that can be more humane, agile, and responsive to overcoming complacency, contradictions, and dilemmas. She is most proud of her contribution to educating students for a supercomplex world with the Singapore Prime Minister’s Enterprise Award for Innovation in Education. The award recognised her team which she co-led as the most outstanding team whose work created the highest new value to the public service.
Associate Professor Fernando Padró has a double major PhD in the areas of academic administration and curriculum and instruction. After having served as Associate Professor in the Doctoral Program and Interim Director of Educational Leadership at Cambridge College, he is currently an Associate Professor (Pathways) in USQ College (Pathways) and before that Director of Learning and Teaching at the University of Southern Queensland (USQ). He is also actively involved in academic governance at USQ, serving as Deputy Chair of Academic Board, Chair of the Student Appeals Committee and Deputy Chair of the Academic Programs Committee while also serving similar leadership roles in governance at Monmouth University and the American Association of University Professors. He was on Australia’s Tertiary Education Quality Standards Agency’s (TEQSA) Registry of Experts (2013-2018), Chair of the American Society for Quality Education Committee (ASQ – 2013 through 2014) and E.L. Grant Medal Selection Panel (2018-2021), and Faculty Fellow with the National Association of Student Personnel Administrators (NASPA – 2009-2013). He has also been Editor of the e-journal Quality Approaches in Higher Education (ASQ Education Division), a member of the International Network of Quality Assurance Agencies in Higher Education’s (INQAAHE) Best Practice QA Review Team, member of the International Standards Organization (ISO) ISO/TC 176 Working Group. He is a member of the Editorial Board of The TQM Journal (Emerald) and an occasional reviewer for the Total Quality Management & Business Excellence Journal (Routledge). Orcid #: https://orcid.org/0000-0001-8763-912X