1. 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

2. 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

3. 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)

4. 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).

5. 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

6. 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).

7. 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

8. 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?

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

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

11. 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)

12. 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.

13. 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

14. 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

15. 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

16. 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

17. 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)

18. 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

19. 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

20. 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

21. References
Boakye-Yiadom, M. (2012). The Missing Link in the Puzzle: Innovative Student Services in Selected Ghanaian Universities. Retrieved from
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),
Strange, C. C. & Banning, J. H. (2001). Educating by design: Creating campus learning environments that work. San Francisco: Jossey-Bass.