This document contains the National Association of Student Personnel Administrators (NASPA) statement, A Perspective on Student Affairs, issued in 1987 on the 50th anniversary of The Student Personnel Point of View. The document also provides the Student Personnel Point of View statements from 1949 and from 1937. The 1987 publication provides a…

Examines the development of professional identity and commitment in young student affairs administrators. (Author)

Five types of theoretical constructs are presented as suggestions for theory reconstruction in student personnel work: (1) the community as ultimate source and validity; (2) ontological--the nature of things as justification; (3) mystic--intuitions and visions as basis; (4) anthropologic; and (5) historical. (Article originally published in 1945.)…

Explores the knowledge base of student affairs and raises questions about the common learning that shapes the profession. Concludes student affairs personnel must experience the growth of their maturing profession and continually explore what it means to be "one of us." (ABL)

Suggests how to remind university personnel of the importance of keeping the discourse on higher education open to multiple perspectives. These perspectives also serve to highlight the frequent disparity between the espoused goals of higher education and the values that are embedded in its formal and informal structures. (Author/MKA)

Raises questions and recommends modifications for preparing student development specialists in the next decade. Insists that the profession be responsive to changes in students, in the role and function of practitioners, in society, and in the art of education for the helping professions. (Author/BP)

In this age of rapid change, colleges and universities must expect their personnel to view relationships with students as a form of voluntary association. This means being dedicated to the intellectual and moral development of students as association members and the good of the larger community. This booklet examines a historical perspective of…

Contends emphasis has to be on teamwork in promotion of more cooperative attitudes between student affairs and academic affairs professionals. Notes communication is key to building respect for each other's function. Recommends joint efforts can help antagonisms diminish and enrich cooperation. (ABL)

Uses metaphors to examine organizational entry into student affairs divisions from the perspective of employing institutions and new staff members. Defines organizational entry and briefly describes metaphorical analysis before employing metaphors (skydiving, matchmaking, gardening, and grocery shopping) to improve understanding of the entry…

Contends that qualitative research methods may improve understanding of individual students and groups of students. Discusses key questions in determining appropriateness of qualitative methods for research, evaluations, and policy analysis. Recommends that student affairs professionals consider using qualitative methods in their study of students…

Questionnaire and interview methods are described as reactive because when these methods are used, the participant's reactions to the research process may influene his or her responses. Nonreactive methodology refers to unobtrusive methods of collecting data in which participant reaction to the process of data collection does not interfere with…

Describes an enrollment management model which is useful to institutions that have budgets dependent on enrollment. (Author/BL)

Presents a systematic approach to accountability and academic support on the part of institutional student affairs areas. Contends that the major mission of colleges and universities should be academic and intellectual achievement and that the true effectiveness of student affairs programs should be judged in this light. The Value-Added concept is…

Uses fairy tale of the goose girl to explain administrative behaviors designed to keep well-intentioned, misguided females away from the action. Notes that in administration it is necessary to be more assertive, that one must recognize the differences between the demands and privileges of the administrative and nonadministrative tasks. (NB)

Examines the role of chief student personnel officers (CSAOs) in fostering cultural diversity. Presents results of survey which assessed the approaches CSAOs (n=146) have employed. Approaches included cultural diversity programing, awareness of community outreach programs, and advocacy. (Author/ABL)