Higher Education Philosophy Statement
Becoming a student affairs professional in higher education has now become my dream. This has become a personal conviction that will guide me in serving students, engaging with colleagues, and the advancement of the college. The main role of student affairs is to help develop and support students academically, but also to help shape their personal and social growth. Students are the foundation of the institution we serve. Integrity and ethics, inclusivity, student-centered, and leadership is the cornerstone to my personal ideology.
Integrity and Ethics
Integrity and ethics are the essential building blocks in higher education. Holzweiss (2017) defined ethics as “a set of principles that guide moral behavior and involves personal value, organizational contexts, and community norms” (p.142). Honesty, trust, accountability, and transparency can lead to a successful job within higher education. Being clear about policies, admitting mistakes, treating students equally in decisions, and being truthful when engaging students, colleagues, and the institution are just a few of ways one can earn the respect of individuals.
Having equal access to opportunities and resources no matter what their background, identity, or challenge is important. Higher education should be available for anyone who is seeking to further their education. In the student affairs profession, we are supporting the academic, social, and personal growth of a diverse population and we can only do that correctly with ethics and integrity. When aligning institutional goals with an environment of integrity and ethical behavior, students grow and can be successful throughout their academic journey. This can make positive impacts in their communities, and even pave the way for them to become leaders making integrity and ethics an essential aspect of an institution’s culture, “a functional as well as successful organization emerges-one that not only achieves its mission and approaches its vision, but that is also a rewarding place to be a student, employee, and visitor” (Ortiz, A. et al., 2015, p. 50).
Inclusivity
In a college setting, I will be working with a diverse student population. Each of these students has the right to feel respected, valued, and given access to higher education experience. Creating an environment and spaces where all students are celebrated, no matter what their background, experiences, or identities, should be promoted. As a professional, I have a voice to help marginalized students be seen, heard, and valued.
Being an advocate to change the campus culture is another area of responsibility. There are numerous resources, programs, and services available to the student body to help in their success not only academically, but socially and personally. Many times, the underrepresented groups find it hard to allocate these resources due to barriers. Being the change agent to knock these barriers down will help support and foster the success of underrepresented students.
Getting students, facility, and administration to actively engage in inclusion is essential. “Student affairs professionals can take the first steps toward connecting the very different cultures of academic and student affairs by exploring subcultural differences, attending to the underlying assumptions and motivations of faculty members, learning more about what motivates faculty to be involved in collaborative efforts, and identifying areas of overlap” (Bustamante, 2017, p. 33). One can create all the programs and safe places, but if everyone is not on board, success is not immediate. Educating others on the diverse student population with their different perspectives, cultures, identities, and disabilities will enrich not only the institution, but the community as well. Promoting the understanding of differences strengthens the unity of the campus.
Student-Centered
One must understand the needs of the students as they are our core foundation because without them, we would not exist. Each student can have their own set of challenges ranging from disabilities, mental health issues, social barriers that can prevent them from achieving success and poor academic background. Creating programs, services, and policies by putting student needs first will result in their academic, personal, and social growth. Ellis (2015) described the learner centered approach when “we develop our programs through the lens of the learner rather than that of an administrator” (p. 274). Increasing mental health services, offering career development opportunities, and creating more academic support programs are essential. Having the ability to connect students with the appropriate resources when they are facing a challenge is also important.
Possessing empathy is key to understanding. Students have a range of experiences, challenges, and emotions that one must be sensitive to, and your response is vital in how they overcome the challenges they face. Being able to be seen, heard, and understood leaves them feeling respected, valued and empowered. Student affairs is much broader than academics and the department must advocate for improvement and comprehension as there are far more complexities involved in the student affairs arena.
Leadership
Motivating and inspiring a group of individuals to work towards common departmental and institutional goals is another version of leadership. However, the types and challenges of leadership is complex. Being a human resource type of supervisory style is where I feel I would achieve the most success. These particular types “are seen as catalysts, because they promote high performance among staff members” (Bailey & Hamilton, 2015, p.73). They understand that colleges and universities are made up of all types of diverse individuals with various needs, skills, backgrounds, limitations, and influences. Communication is key for me. I want my employees to know what is expected but allow them to be valued as well by listening to their expectations and needs.
Being a collaborative leader brings a positive campus experience for employees and students alike. Working with others to be able to share different ideas and points of views can result in creative problem-solving ideas and innovative programs and services. Individuals are not isolated but feel respected and engaged. Increased success can be found in and out of the classroom.
Lifelong learning should always be an intracule part of anyone’s leadership. Being able to cultivate an environment that promotes professional and personal growth is tremendous. “Investing in human capital is significant in order to have a high-quality labor force and an effective organization” (Bailey & Hamilton, 2015, p.77). Allowing people to attend workshops and conferences promotes curiosity and learning, which can be used to make the institution better for the students and staff. With the ever-changing atmosphere in higher education, continuing to adapt to lifelong learning is essential. One must be willing to try new things to face the challenges that must be overcome.
References
Bailey, K. W., & Hamilton, J. (2015). Supervisory style. In M. J. Amey & L. M. Reesor (Eds.), Beginning your journey: A guide for new professionals in student affairs (4th ed.) (pp. 67-94). NASPA.
Bustamante, R. (2017). Strategies for effective supervision. In P. C. Holzweiss & K. P. Parrot (Eds.), Careers in student affairs: A holistic guide to professional development in higher education (pp. 267-292). NASPA: Washington, DC.
Ellis, S. (2015). Supervisory style. In M. J. Amey & L. M. Reesor (Eds.), Beginning your journey: A guide for new professionals in student affairs (4th ed.) (pp. 67-94). NASPA.
Holzweiss, P. (2017). Strategies for effective supervision. In P. C. Holzweiss & K. P. Parrot (Eds.), Careers in student affairs: A holistic guide to professional development in higher education (pp. 267-292). NASPA: Washington, DC.
Ortiz, A., O’Brien, J., & Martinez, C. (2015). Supervisory style. In M. J. Amey & L. M. Reesor (Eds.), Beginning your journey: A guide for new professionals in student affairs (4th ed.) (pp. 67-94). NASPA.