Enhancing Graduate Students’ Experiences in Ghanaian Tertiary Institutions: Implications for Practice The Education Committee of GRASAG & Mike Boakye-Yiadom, Ph.D. Institute for Educational Planning and Administration (IEPA), University of Cape Coast

Presentation Overview Introduction Philosophy of Student Development The DEEP (Documenting Effective Educational Practice) Project Traditional Models of Tertiary Education Practice Innovative Models of Tertiary Education Practice Student Involvement in tertiary education Implications for Practice

Introduction What does the World require of university graduates? How does university life prepare students for life after graduation? How do students change in the university, & how do the changes take place? The university student in developmental terms: age-related; meaning-making; approach & style; demographics (Strange, 1999)

Introduction Timing & Sequence: Development occurs as individuals reach points of readiness and respond to timely and appropriate learning experiences. What university experiences were the most profound in your development – How and Why?? Challenge: Development occurs as individuals respond to novel situations and tasks that challenge their current level or capacity. Challenge – Support Balance: Development occurs as individuals evaluate a learning task to be sufficiently challenging to warrant change and sufficiently supportive to risk an unknown result (Strange, 1999).

Philosophy of Student Development The ways that a student grows, progresses, or increases his or her developmental capabilities as a result of enrollment in an institution of higher education Schlossberg’s Transition Theory Moving in, moving through, moving out The 4S’s: Situation, Self, Support, Strategies (Evans, Forney, Guido, Patton & Renn, 2010) Programs & interventions to encourage learning, student growth, and enhance student success

Project DEEP Documenting Effective Educational Practice To discover, document, and describe what strong performing institutions do to achieve their notable level of effectiveness . (Manning, Kinzie,& Schuh,2006).

DEEP Institutions Doctoral University of Kansas University of Michigan George Mason University Miami University (Ohio) University of Texas El Paso Masters Fayetteville State Gonzaga University Longwood University Liberal Arts California State, Monterey Bay Macalester College Sweet Briar College The Evergreen State College Sewanee: University of the South Ursinus College Wabash College Wheaton College (MA) Wofford College Baccalaureate General Alverno College University of Maine at Farmington Winston-Salem State University

DEEP Guiding Questions What campus features – policies, programs, and practices – enhance student experiences? What do “strong-performing” colleges and universities do to promote student success? What are the higher education administration approaches at these highly effective institutions?

Traditional Models of Higher Education Administration Practice Extracurricular Functional Silos Competitive (Manning et al.,2006)

Innovative Models of Higher Education Administration Practice Student-Centered Ethic of Care Student-Driven Model Student Agency Model (Manning et al.,2006).

Student-Centered Ethic of Care Model Emphasizes care and relationships (Noddings, 1984) Responds to those most in need “Caring involves stepping out of one’s own personal frame of reference into the other’s. When we care, we consider the other’s point of view, his [sic] objective needs, and what he expects of us.” (Noddings, 1984)

Student-Centered Ethic of Care Model Strengths Weaknesses & Role of Student Affairs Level of service available driven by: a) ability of Student Affairs to devote time to students in need b) compassionate means of response c) climate where each member is valued Environment of trust develops Time Commitment Role of Student Affairs Develop services and programs with the goal of facilitating student success and maximizing student development outcomes.

Student- Driven Model Assumptions Trust in students’ ability to manage collegiate functions Understand potential of college environment to teach student leadership Belief in empowering students Outcome Student investment

Student-Driven Model Weaknesses & Role of Student Affairs Strengths Enriches learning outside of classroom Students are better able to pull others into involvement Both students and university benefit Strong sense of identification between student and institution; Active Alumni Associations Works most often in a traditional setting Tough for students not in normal pipeline of involvement to get into the mix Requires more training of students Role of Student Affairs Provide structure, encouragement, and supervision necessary for successful student involvement

Student Agency Model Students are responsible for student life and perform as equal partners with staff Philosophy Students have some degree of consciousness about the choices they make which leads to… Empowerment

Student Agency Model Weaknesses & Role of Student Affairs Strengths Students are motivated to be involved because they genuinely feel invested Increased learning opportunity Educate on rights and responsibilities Students contribute as educators Students may re-invent issues each time, each year May not appear efficient to external stakeholders (e.g. parents) Students will make mistakes (but that’s part of the learning process) Role of Student Affairs Use a hands-off approach as students take ownership and are invested in creating a positive campus environment Empower students to take initiative. One cannot be an intrusive staff

Student Involvement in higher education Students who are involved in campus organizations and activities (adding value to their degree) are more likely to enjoy their university experience and make meaningful social connections. These students also have higher grades and are more likely to graduate on time (Komives, Woodard & Associates, 2003). Students who live in residence halls are more satisfied with their college experience, earn higher grades, less likely to drop out, and are more engaged and successful in college (Komives et al., 2003). Support for off-campus students Students whose university experiences are less positive are hesitant to support their alma mater after graduation (Boakye- Yiadom, 2015)

Implications for Practice Tertiary Institutions Mentorship Programmes Leadership Development Community Service / Service-Learning Career Services National Accreditation Board (NAB): Recognising the importance of co-curricular activities and programmes National Council for Tertiary Education (NCTE): Promoting collaboration among tertiary institutions Student Organisations: Support members to add value to their degrees Alumni Relations: Out-of-class activities; Cultivate giving

Implications for Practice Collaboration between academic affairs & student affairs Effective & responsible use of technology Know your student characteristics Innovative student support services Promote safety & inclusion Encourage participation & involvement Build a community of learners Empower students to take initiative Student employees Supervision, assessment and evaluation Customer service vs. educational customer service Focus on strengths: Teams that focus on strengths are 12.5% more productive (The StrengthsFinder) Be strategic, intentional, and purposeful

Implications for Practice Be a leader and a team player Honest; inspiring; innovative; forward-looking; competent Model the way; inspire a shared vision; challenge the process; enable others to act; encourage the heart. (Kouzes & Posner, 2007) Be positive

References Boakye-Yiadom, M. (2012). The Missing Link in the Puzzle: Innovative Student Services in Selected Ghanaian Universities. Retrieved from https://www.questia.com/library/journal/1P3-4017288241/the-missing-link-in-the-puzzle-innovative-student Evans, N. J., Forney, D. S., Guido-DiBrito, F. M., Patton, L.D., & Renn, K.A. (2010). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass. Komives, S. R., Woodard, D. B., Jr. & Associates (Eds.). (2003). Student services: A handbook for the profession. San Francisco: Jossey-Bass. Kouzes, J. M. & Posner, B. Z. (2007). The leadership challenge. San Francisco, CA: John Wiley & Sons, Inc. Kuh, G. D., Kinzie, J., Schuh, J. H., Schuh, J. H., Whitt, E. J. & Associates (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass. Manning, K., Kinzie, J. & Schuh, J. (2006). One size does not fit all: Traditional and innovative models of student affairs practice. New York: Routledge. Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press. Strange, C. C. (1999). Student development: The evolution and status of an essential Idea. Journal of College Student Development, 40 (5), 570 - 586. Strange, C. C. & Banning, J. H. (2001). Educating by design: Creating campus learning environments that work. San Francisco: Jossey-Bass.