Student Support Services. University Development and Administration
Since the first works on Higher Education Administration in the 1970s no comprehensive work in terms of purpose and scope of Higher Education has been published. There have been important changes in people’s aspirations vis-à-vis higher education globally. In parallel, the higher education systems, worldwide, have been undergoing constant transformation in response to these aspirations. From governments, employers and prospective students and their parents, the stakeholders in higher education system are now extremely varied paying close attention to the various aspects of higher education - from infrastructure, on-campus safety and security to administration, faculty and curricula. The present series attempts to take into account the issues of importance to all the stakeholders. Hence the series not only pays attention to the purpose and outcomes of higher education but also the economics surrounding higher education vis a vis marketization. The nitty gritty of running and maintaining a university infrastructure, impact of globalization and internationalization on delivery and demand of higher education, the commoditization of research, and changing paradigms of teaching and learning fall within the purview of the series. The increasing competition from other entities to provide degrees, certificates or other forms of credentials makes it important to have a work that brings all of the elements together to see how they actually interact and inter-relate from a systems perspective. The present series attempts to comprehensively attend to these issues and provide a complete reference resource to all those involved and interested in setting up of a Higher Education institution and its administration.
Under the pressures of massification of higher education, increasing competition among institutions, and a diversification of the student body, universities face challenges related to the quality of teaching and learning and student services. To understand how to support students, each university needs to decide on which theoretical assumptions about student development and student-university relationships with student support services should be based on. There have been many suggestions for conceptual models of student-university relationships: consumerism, student engagement model, student-centered model, and coproduction model. The most influential of these can be classified into three groups: “student as consumer,” “student as active learner,” and “student as partner.” However, there is an absence of literature, which review and classify the most popular conceptual models of student-university relationships or which agree on the most productive model(s). This chapter examines models that conceptualize student-university relationships, identifies their crucial assumptions, and discusses their applications for mass higher education. Five criteria were developed to compare the models: (1) outcomes of higher education; (2) student participation in the educational process; (3) responsibility for learning outcomes; (4) the capacity of students to influence the educational process, courses, and programs; and (5) quality indicators. Challenges for implementing the models for mass higher education are discussed.