Relevant bibliographies by topics / Student affairs services – Zimbabwe

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Student affairs services – Zimbabwe'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Student affairs services – Zimbabwe"

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Rames, Marysz P. "Effect of Financial Constraints on Student Affairs Services." Journal of Student Affairs Research and Practice 38, no. 1 (2000): 70–81. http://dx.doi.org/10.2202/1949-6605.1129.

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Roth, Stephen E. "The Role of Career Services Within Student Affairs." NASPA Journal 31, no. 3 (1994): 169–75. http://dx.doi.org/10.1080/00220973.1994.11072355.

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Busby, A. Katherine. "Assessing Student Affairs Programs and Services: Trends and Strategies." Assessment Update 29, no. 6 (2017): 6–7. http://dx.doi.org/10.1002/au.30115.

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Amit, Ronaldo A. "IMPLEMENTATION OF THE POLICIES ON STUDENT AFFAIRS AND SERVICES AMONG STATE UNIVERSITIES AND COLLEGES IN THE ISLAND OF SAMAR: FOR PROGRAM ENHANCEMENT." International Journal of Research -GRANTHAALAYAH 7, no. 3 (2019): 136–41. http://dx.doi.org/10.29121/granthaalayah.v7.i3.2019.953.

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This study assessed the status of implementation of the policies on student affairs and services among state universities in the Island of Samar, as basis for program enhancement. This determined the status of implementation of the following student welfare programs and services, vis-à-vis the policies of SUC’s in Samar Island with respect to admission, career and placement service, economic enterprise development, food services, guidance and counseling, health services, information and orientation service, international student service, research, monitoring and evaluation of student affairs a
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Yao, Christina W., and Chrystal A. George Mwangi. "Role of Student Affairs in International Student Transition and Success." Journal of International Students 7, no. 4 (2017): I—III. http://dx.doi.org/10.32674/jis.v7i4.180.

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International student mobility has grown significantly in recent years, with over 4.1 million students in 2013 who studied abroad around the world (Institute of International Education [IIE], 2016). With the changes in student demographics and increased mobility, student affairs professionals are in a unique role to support international student transition and success. Unfortunately, current research and practice in higher education tends to place
 a high level of responsibility on the international student to successfully transition to a new campus environment
 or places the respons
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Seifert, Tricia A., and Jeff Burrow. "Perceptions of student affairs and services practitioners in Ontario’s post-secondary institutions: An examination of colleges and universities." Canadian Journal of Higher Education 43, no. 2 (2013): 132–48. http://dx.doi.org/10.47678/cjhe.v43i2.2505.

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Student affairs and services divisions and the partnerships and collaborations in which they engage with faculty, students, and the community form the structural centre of institutions’ approaches to student support. Although past research has identified areas typically associated with the student affairs and services portfolio and factors that influence the organizational structure, little is known about how staff perceive their institutions’ organizational structures relative to supporting student success. The purpose of this study was to understand student affairs and services staff members
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Al-Ani, Wajeha T., and Zahra N. Al-Rasbiya. "The Quality of Student Services Provided by the Deanship of Student Affairs at Sultan Qaboos University." Journal of Educational and Psychological Studies [JEPS] 7, no. 3 (2013): 289. http://dx.doi.org/10.24200/jeps.vol7iss3pp289-304.

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This study aimed to investigate the quality of student services provided by the Deanship of Student Affairs at the Sultan Qaboos University. The study sample consisted of 610 students. Data were collected using a questionnaire consisting of 59 items distributed in seven areas which are: social services, housing services, and food services, and counseling and religious guidance services, cultural and artistic services, sports activities, and sustainable training services. The results showed that the highest mean of the responses is in the counseling and religious guidance 3.79, while the lowest
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Davis, Tracy, and Jason A. Laker. "Connecting men to academic and student affairs programs and services." New Directions for Student Services 2004, no. 107 (2004): 47–57. http://dx.doi.org/10.1002/ss.132.

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Mutambisi, Sebastian, Dora Dorothy Murasi, and Crispen Mazodze. "The Impact of the Covid‑19 Pandemic on Student Affairs Practitioners: A Reflective Case Study from Bindura University of Science Education in Zimbabwe." Journal for Students Affairs in Africa 9, no. 1 (2021): 183–96. http://dx.doi.org/10.24085/jsaa.v9i1.1437.

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The Covid‑19 pandemic has had an unprecedented impact on faculty and student affairs practitioners which has changed the future of higher education worldwide. This reflective practitioner account looks into its impact on practitioners working in student affairs, some of which is not immediately visible, but unfortunately very significant and will surface in the medium and long term. There has been tremendous uncertainty for Student Affairs practitioners as a result of disruption from familiar routines and unexpected disengagement with their clients, the students. The change management perspect
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Rubin, Lisa M., and Maria D. Moreno-Pardo. "Burnout Among Student-Athlete Services Professionals." Journal of Higher Education Athletics & Innovation, no. 3 (March 22, 2018): 1–25. http://dx.doi.org/10.15763/issn.2376-5267.2018.1.3.1-25.

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Literature on job burnout in athletics is limited to coaches, trainers, athletes, and administrators. Among student-services professionals, studies have focused on those in student support services, student affairs and mid-level administration. The purpose of this study was to explore factors why student-athlete services professionals burn out and consider leaving the profession. Themes from the literature on burnout include work overload, work environment/autonomy, evaluation/supervision, social support, and values/motivation/expectations. Burnout also serves as the theoretical framework for
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Dissertations / Theses on the topic "Student affairs services – Zimbabwe"

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Akos, Hosea Dodo. "Perceptions of Student Affairs Services by Students and Student Affairs Personnel at Andrews University, Berrien Springs, Michigan." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278433/.

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The purpose of this study was to investigate the perceptions of students and student affairs personnel of student affairs services at Andrews University's main campus in Berrien Springs, Michigan. A modified questionnaire, based on the work of Selgas and Blocker (1974) and Glenister (1977), was developed for this study. Eleven student services found in the Council for the Advancement of Standards for Student Services/Development Program's guidelines were included. A random sample of 280 students at Andrews University received surveys, with 165 (59%) responding. The 30 full-time student affairs
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Wuthrich, Christian Kevin. "Institutional service faculty engagement in student affairs /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/K_Wuthrich_041608.pdf.

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Belbin, Bruce. "The impact of information technology in student affairs and services." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ55483.pdf.

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Taylor, Teresa Brooks. "Student Affairs As Leaders and Conveners: Building Partnership." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3646.

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Taylor, John deCani. "Finding the right stuff in Chief Student Affairs officers /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013033.

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Watson, Shannon Timm. "Student Employment in Student Affairs Units: Characteristics of Educationally Purposeful Environments." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1053.

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Approximately 80% of undergraduate students work during the course of their undergraduate studies. Ideally, student's on-campus employment would contribute to his or her learning and development. However, because student employment is typically approached as the fulfillment of job tasks rather than student development, higher education institutions miss critical opportunities for supporting student academic and social integration. This study reframes on-campus student employment as a developmental effort. Data in this qualitative study indicate that on-campus employment can offer opportunities
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Carroll, Linda. "Student services and leadership development in a university setting." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55490.pdf.

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Rogers, Kathi L. "Student Services in Bible Colleges and Universities Accredited by the Accrediting Association of Bible Colleges (AABC)." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2503/.

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This study attempted to determine the types, extent, and quality of student personnel services in colleges and universities accredited by the Accrediting Association of Bible Colleges (AABC). The Basic Services Questionnaire (BSQ) was adapted for use among Bible colleges and universities and mailed to chief student affairs officers representing 69 Bible colleges in the United States accredited by the AABC. Of the 71 surveys mailed (two institutions employed both a Dean of Men and Dean of Women), 46 were returned for a response rate of 65 percent. Chi-square tests of goodness-of-fit were per
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Wapel, Jeffrey N. Palmer James C. "The preparation of new professionals in the field of student affairs administration an assessment of skills and competencies necessary for entry-level student affairs work /." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986992.

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Thesis (Ph. D.)--Illinois State University, 2000.<br>Title from title page screen, viewed May 16, 2006. Dissertation Committee: James C. Palmer (chair), Victor J. Boschini, Patricia H. Klass, James J. Johnson. Includes bibliographical references (leaves 86-92) and abstract. Also available in print.
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Kegolis, Jeffrey L. "New professionals' perspectives of supervision in student affairs." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1236973557.

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Books on the topic "Student affairs services – Zimbabwe"

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M, Estanek Sandra, ed. Rethinking student affairs practice. Jossey-Bass, 2004.

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Student affairs committee. Association of Governing Boards of Universities and Colleges, 2011.

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L, Reynolds Amy, and Mueller John A. 1961-, eds. Multicultural competence in student affairs. Jossey-Bass, 2004.

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C, Stamatakos Louis, Rogers Russell R, and ERIC Counseling and Student Services Clearinghouse., eds. Reform in student affairs: A critique of student development. ERIC Counseling and Student Services Clearinghouse, School of Education, University of North Carolina at Greensboro, 1994.

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Rentz's student affairs practice in higher education. 4th ed. Charles C. Thomas, 2011.

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G, Creamer Don, ed. Improving staffing practices in student affairs. Jossey-Bass Publishers, 1997.

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Kuh, George D. Student affairs work, 2001: A paradigmatic odyssey. American College Personnel Association, 1987.

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Assessment methods for student affairs. Jossey-Bass, 2009.

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Perspectives on student affairs in South Africa. African Minds, 2014.

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1961-, Mueller John A., and Clark Marcia Roe, eds. Helping college students: Developing essential skills for student affairs practice. Jossey-Bass, 2009.

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Book chapters on the topic "Student affairs services – Zimbabwe"

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"STUDENT AFFAIRS AND RELATED CAREERS IN HIGHER EDUCATION." In Careers In Counseling And Human Services. Taylor & Francis, 2013. http://dx.doi.org/10.4324/9780203715390-9.

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"Student Affairs and Services in Canadian Higher Education." In Preparing Students for Life and Work. Brill | Sense, 2019. http://dx.doi.org/10.1163/9789004393073_005.

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Watson, William, Adela Esquivel-Swinson, and Roland Montemayor. "Collaborative Impact and Professional Development: Effective Student Services for Immigrant Populations Amid Growing Inequality." In The Role of Student Affairs in Advancing Community College Student Success. Routledge, 2019. http://dx.doi.org/10.4324/9780429278587-4.

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Nguyen, David J., G. Blue Brazelton, Kristen A. Renn, and Michael R. Woodford. "Exploring the Availability and Influence of LGBTQ+ Student Services Resources on Student Success at Community Colleges: A Mixed Methods Analysis." In The Role of Student Affairs in Advancing Community College Student Success. Routledge, 2019. http://dx.doi.org/10.4324/9780429278587-5.

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Chirisa, Innocent, Elmond Bandauko, Gladys Mandisvika, Aaron Maphosa, and Liaison Mukarwi. "Whose City Is It Anyway?" In Advances in Hospitality, Tourism, and the Services Industry. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0576-1.ch009.

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The purpose of this chapter is describe why and how a multiplicity of especially diverging forces, ‘voices' and rationalities can work against effective place branding. Specifically, it aims to demonstrate by the case of Harare, the capital city of Zimbabwe, that economic hardships are the major place shaper rather than the wishes and marketing strategies that may be put in place by the state. An ailing economy will naturally see the terrain and fabric of a place, in this case, a city deteriorating both in terms of its service performance and in terms of outlook. This is in contrast with the main urban planning philosophies of order, amenity, functionality, aesthetics and convenience. The post-colonial Harare has suffered major blows of trying to retain its vividness and functionality due to a number of forces including state control and interference, the consistently perturbed political economy that explains rising retrenchments, unemployment and underemployment, which has seen the ushering in of rampant informality. Both the state and the non-state actors, including politicians and households have laid claim on the affairs of the city without approaching the same with a sense of place stewardship. Proper city branding presupposes shared visioning and moving on an agreed path and trajectory. However, characteristic of Harare is disparate and fragmented efforts, most of which work against the cause of city branding. Street vending, of late, is the major cancer haemorrhaging the city fabric and outlook. Even the politicians, who have assumed a major seat in the decision-making of the affairs of the city, seem not to agree on the way forward. Although, the city is under the leadership of the opposition – MDC-T councilors, their role has not been subsumed, within the council chambers as one that matters. The councilors have largely been silenced, if not technically, co-opted. The role of physical planning, on the other side of the story, has become increasingly nullified. Some real estate investors are considering reducing their portfolios. The dramatis personæ and the effects it is inflicting on the ground needs adequate scholarly interrogation hence the line of the argument in this paper: Whose city is it anyway? Unless, the city is seen as a collective responsibility), efforts to brand will simply prove futile and a waste of time. Overall, there is an economy that needs first to be fixed and players that need aligning their inspirations, aspirations and actions for achieving a branded city. Planning has to be given its place because it provides a solid foundation upon which actions are built.
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Hoffshire, Michael, and Tracy Pascua Dea. "Establishing an Equity-Based Coaching Model." In Coaching Applications and Effectiveness in Higher Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4246-0.ch006.

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As institutions of higher education continue to grapple with changing student demographics and increased pressure to assess student learning outcomes, several new and innovative programs and services have been created. These initiatives, often housed within student and academic affairs, seek to increase the persistence and retention of students and bolster post-graduation outcomes. One such initiative, success coaching, has become a prominent service on college campuses across the United States. Success coaching can be defined as the practice in which a coach collaborates and assists students in achieving individual goals, overcoming obstacles, and celebrating successes through focusing (and developing) student strengths. This chapter will provide an overview of a small, private, religiously affiliated, liberal arts approach to creating a holistic, equity-based success coaching model on their campus as well as provide considerations and implications for practice.
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Simpson, Teresa E., and Michael R. Wilkinson. "An Evaluation by Student and Academic Affairs Professionals of Programs That Support Career Readiness and Meet Employer Expectations." In Developing an Intercultural Responsive Leadership Style for Faculty and Administrators. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4108-1.ch006.

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Higher education institutions are concerned about graduates getting good jobs because it is an outcome expected by students, it contributes to a positive image of the institution, and it can help provide accountability for institutional programs. Institutions have become more concerned with meeting students' expectations about their college experience and related career goals and facing increasing pressure to demonstrate the value of programs and services offered. Through extensive research between higher education, the Society for Human Resource Managers and employers both domestic and international are able to show that employers endorse learning outcomes for college graduates that are developed through a blend of liberal and experiential curriculum. Employers believe that colleges can best prepare graduates for long-term career success by helping them develop both a broad range of skills and knowledge and in-depth skills and knowledge in a specific field or major.
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Conference papers on the topic "Student affairs services – Zimbabwe"

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Sinaga, Sara Hikmayanti, Dr Darwin, and yasaratodo wau. "Integration of Character Values in the Standard Operating Procedure (SOP) of Registration and Data Services at the Academic and Student Affairs Bureau of State University of Medan." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.172.

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