The research study article offers vital details on the various ways student’s affairs as well as services have to be considered a duty of the student in their daily programming as well as service interactions. The research was designed to pose a challenge to the Students Affairs and Services (SAS) members to serve and enlighten the increasing student population on very vital topics of diversity as well as need (Arnold, 2012). It focuses on the students being viewed as the resources for delivery of the programs that influence their daily programming and service interaction. The supporting student success research has created campaigns to show that students can be real associates as well as a collaborator in service and delivery of the programs. It offers evidence of students doing the right things such as counseling others and creating workshops.
Thus, the article claims that if the students are provided an opportunity for services in the schools, then it would yield excellent results for both the students and the SAS staff (Arnold, 2012). The collaboration is viewed as a critical factor in the expansion of the SAS schemes as well as services by increasing their influence in the campus which in turn will offer the students the best opportunity to come up and apply the various skills they have obtained in the institution and outside their lecture rooms. In essence, the primary focus of the article is that the SAS programs can be altered to feature all the student audiences as well as have them participate. Therefore, the management of the school must come up with viable plans that will make sure that all the students actively participate in various SAS activities.
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Section Two
The students' services must be prioritized based on the following three reasons. First, involving the students in the delivery of services in the schools allows helping them to apply the skills they have to acquire from their lectures as well as from other fields resulting in increased efficiency of the SAS programs (Seifert, 2014). Therefore, the student service should be made a priority because it comprises of a ready work force or members that would promote the desired changes. The students are the best resource that would deliver the best services and hence there would be no need to outsource in the case of other programs. Having the students involved in the delivery of services in the school is viewed to assist in tackling the various issues that affect them significantly. It should encourage stakeholders to prioritize student’s service since it promises effectiveness from the go
Another reason is that the comprehensive resources made available by student services are critical to the running of private universities and colleges. Students’ services are viewed as critical to the mission of education, and hence they allow the notion of residential education to make sense encouraging more students to focus on education (Woodall, Hiller, & Resnick, 2014). The environment creates a balance in the experiences of the social life, the residential life, and the curricular life. The primary significance is that it encourages education in a challenging environment considering that education is essential in every field of life
Finally, prioritizing student’s services will increase the motivation of the students based on the feeling of being appreciated for their efforts to run a program that will serve as a tool to help them deal with issues they face. The student’s capability to run an effective program is seen in the students’ workshops to enlighten other students about different topics in life while counseling other students in the schools on diverse topics. Therefore, the stakeholders should base their judgment on the different activities conducted by the students in an attempt to broaden the impact of the SAS programs in the schools.
References
Arnold, C.H. (2012). What is the role of students in student affairs and services work? Retrieved from https://supportingstudentsuccess.wordpress.com/2012/01/31/what-is-the-role-of-students-in-student-affairs-and-services-work/
Seifert, T. A. (2014). Student affairs and services staff in English-speaking Canadian postsecondary institutions and the role of CACUSS in professional education. Journal of College Student Development , 55 (3), 295-309.
Woodall, T., Hiller, A., & Resnick, S. (2014). Making sense of higher education: students as consumers and the value of the university experience. Studies in Higher Education , 39 (1), 48-67.
