6 69‘ 19"" 7 3 1293 5' . rig; . r 1m ‘c’kfi'q-r') " ‘ '- “‘6‘! 9 r .. .. a-«r i bunchd i \ \‘_______.-_ —7 ‘7-——"“‘- This is to certify that the dissertation entitled A DESCRIPTIVE STUDY OF STUDENT AFFAIRS PROGRAMS AND THEIR ADMINISTRATION IN FEDERAL UNIVERSITIES LOCATED IN NORTHEASTERN BRAZIL presented by Zilda de Azevedo Pontes has been accepted towards fulfillment of the requirements for Ph ' D ' degree in Education Major professor Date September 19, 1983' MSU is an Affirmative Actmn " Equal Opportunity Institution 0.12771 -—— — ————’ MSU LIBRARIES RETURNING MATERIALS: P1ace in book drop to remove this checkout from your record. FINES wil] be charged if book is returned after the date H_§}gmped‘beiow. A DESCRIPTIVE STUDY OF STUDENT AFFAIRS PROGRAMS AND THEIR ADMINISTRATION IN FEDERAL UNIVERSITIES LOCATED IN NORTHEASTERN BRAZIL By Zilda de Azevedo Pontes A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Curriculum 1983 ABSTRACT A DESCRIPTIVE STUDY OF STUDENT AFFAIRS PROGRAMS AND THEIR ADMINISTRATION IN FEDERAL UNIVERSITIES LOCATED IN NORTHEASTERN BRAZIL By Zilda de Azevedo Pontes This study was designed to describe and analyze the adminis- tration of student affairs programs in selected Brazilian institutions of higher education. Basically, the study was undertaken to (l) inves- tigate the functions of student affairs practitioners, (2) identify models for administering student affairs, and (3) analyze the models with respect to institutional goals and juridical structure of the university. A survey method was used to collect the information through interviews and questionnaires. Seventy-four student affairs adminis- trators associated with the selected federal universities participated in the study. The ten universities surveyed were allocated into two distinct categories: seven autarchies and three foundations. Based on the findings of the study, the following major con- conclusions were drawn: (1) population served by the units was con- stituted mainly of financially needy students; (2) structural organi- zation of the ll categories of student assistance units studied depended on the peculiar characteristics of the institution and the Zilda de Azevedo Pontes student affairs division; (3) institutional policy for student affairs was based primarily on institutional requirements and federal legisla- tion rather than on the assessment of students' needs and interests; (4) administratively oriented approach was the most common pattern used for administering student affairs, regardless of the juridical structure of the university; and (5) core functions and responsibili- ties of student-assistance-unit directors were related to administra- tive activities. Based on the findings and conclusions of the study, recommenda- tions included the following: (l) that student affairs practitioners take the initiative to become proactive in developing their own human resources; (2) that active student participation in the functioning of the student assistance units be encouraged; (3) that collaboration among student services and programs at divisional and institutional levels be fostered; (4) that the development of regional meetings, workshops, and conferences sponsored by student affairs divisions be instituted; (5) that research to ascertain the effect of the services and programs on student development be undertaken; and (6) that research on student affairs administration be pursued across Brazil and information collected be available to individuals interested in student affairs work. I dedicate this work to: My father Luis, com saudade My mother Stella, com amor My niece Ana Cristina, com eSperanca ii ACKNOWLEDGMENTS I truly appreciated the assistance that I received from Dr. James H. Nelson, Dr. James Lynn Buschman, Dr. Joseph Levine, Dr. Louis F. Hekhuis, and Susan Cooley. I have a special and deep sense of gratitude to Dr. Louis C. Stamatakos, chairman of the dis- sertation committee, for his continued encouragement, support, and assistance during the preparation of this dissertation. Special gratitude is offered to Professor Berilo Ramos Borba, President of the Federal University of Paraiba, for his support and recommendations to his colleagues regarding this study. Appreciation is also extended to the Brazilian student affairs administrators whose participation and willingness made this study possible. TABLE OF CONTENTS Page LIST OF TABLES ......................... v11 LIST OF APPENDICES ....................... 1x Chapter I. INTRODUCTION ...................... l Statement of the Problem ............... 4 Purpose of the Study ................. 6 Need for the Study .................. 7 Definitions of Terms ................. 8 Limitations of the Study ............... lO Assumptions of the Study ............... ll Methodology ...................... l2 Population ..................... l2 Instruments ..................... l2 Pretest and Pilot Study ............... l3 Information Collection ............... 13 Information Analysis ................ 14 Organization of the Study ............... I4 11. REVIEW OF RELATED LITERATURE .............. 16 Introduction ..................... 16 PART ONE: THE AMERICAN PROFESSIONAL LITERATURE . . . . l6 Points of View on Student Affairs and Student Development ..................... l6 Summary ....................... 22 Student Affairs Administration ............ 23 Summary ....................... 25 Student Affairs Structure ............... 25 Summary ....................... 30 Staffing ....................... 3T Staffing Inferences ................. 3l Organization of Staff and Staffing Levels ...... 32 Staff Development .................. 35 Staff Evaluation .................. 39 Evaluation of Student Affairs ............. 40 Models of Administration in Student Affairs ...... 43 iv The Administrative Model .............. The Multidimensional Model ............. The Student Development Model ............ Summary ....................... PART TWO: THE BRAZILIAN LITERATURE .......... The Brazilian Educational System ........... Summary ....................... Student Affairs in Brazilian Higher Education ..... Forms of Student Assistance ............. Research on Student Affairs .............. Summary ....................... III. DESIGN AND METHODOLOGY ................. The Study Design ................... The Study Population ................. Selecting the Population .............. Selecting Individual Participants .......... Selecting Student Assistance Units ......... Instrumentation .................... Developing the Interview .............. Developing the Survey Questionnaire ......... Pretesting the Survey Instruments ........... Pretest ....................... Pilot Study ..................... Information-Collection Procedures ........... Information Analysis ................. Interview Analysis ................. Questionnaire Analysis ............... Overall Information Analysis ............ Summary ........................ IV. ANALYSIS OF THE INFORMATION ............... Introduction ..................... PART ONE: INTERVIEWS ................. Findings ....................... Conceptualization of Student Affairs ........ The University's Juridical Structure and Student Affairs ...................... Articulation of Student Assistance Units ...... Cooperation Between Student Affairs and Community Agencies ..................... PART two: QUESTIONNAIRE ................ General Overview ................... Clientele ...................... Documents Regarding Units' Functioning ....... Administration and Structural Organization ..... 114 Titles of Units' Directors ............. 117 Professional Training and Academic Degree ...... 118 Administration of Student Assistance Units ...... 122 Functions, Responsibilities, and Qualifications of Student Assistance Unit Directors ......... 123 Staffing ...................... 129 Administering Student Assistance Units ....... 133 Profiles of Student Assistance Units ......... 146 ~ Counseling Services ................. 147 Financial Aid Programs ............... 151 Food Services .................... 155 Health Services ................... 157 Housing Programs .................. 162 Cultural Extension Programs ............. 163 Recreation Programs ................. 166 Student Activities Programs ............. 170 Legal Assistance Services .............. 171 Extension Courses and Programs ........... 173 Transportation ................... 174 PART THREE: CONCLUDING OVERVIEW ............ 175 Administrative Approach ............... 176 Student-Development Approach ............ 178 Community-Oriented Approach ............. 179 Summary ........................ 180 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ........ 182 Introduction ..................... 182 Important Findings .................. 186 Additional Findings ................. 189 Policy Implications ................. 190 Conclusions ...................... 191 Recommendations .................... 194 At the Divisional Level ............... 194 At the Unit Level .................. l95 For Future Research ................. 195 APPENDICES ........................... 197 REFERENCES ........................... 252 vi Table 10. 11. 12. 13. 14. 15. 16. 17. 18. LIST OF TABLES Allocation of Student Services and Programs by Type of Institution ..................... Major Focal Points of Institutional Policy for Student Affairs From the Perspectives of Vice- Presidents for Student Affairs ............. Categories of Student Assistance Units Surveyed ..... Sources of Documents Regarding Student Assistance Units Professional Training of Student Assistance Units' Directors ....................... Academic Degrees of Student Assistance Units' Directors Functions of Student Assistance Units' Directors ..... Staff-Development Practices ............... Practice of Staff Evaluation by the Student Affairs Unit .......................... Types of Unit Planning .................. Unit Evaluation Practice ................. Interunit Collaboration ................. Intraunit Collaboration ................. Student Involvement in Unit Activities .......... Activities Performed by Counseling Services ....... Activities Performed by Financial Aid Programs ...... Activities Performed by Food Services Units ....... Activities Performed by Health Services Units ...... vii Page 73 90 112 115 119 121 125 136 138 140 145 152 156 19. 20. 21. 22. Activities Performed by Housing Programs Units ...... Activities Performed by Cultural Extension Programs Activities Performed by Recreation-Program Units ..... Activities Performed by Student Activities Programs viii Page 164 167 169 172 Appendix A. 8. LIST OF APPENDICES GEOGRAPHICAL LOCATION OF THE STUDY POPULATION ...... NOMENCLATURE OF THE DIVISIONS SURVEYED AND TITLES AND CODES OF THE VICE-PRESIDENTS ........... PORTUGUESE AND ENGLISH VERSIONS OF THE STRUCTURED INTERVIEW (a) ..................... PORTUGUESE AND ENGLISH VERSIONS OF THE STRUCTURED INTERVIEW (b) ..................... PORTUGUESE AND ENGLISH VERSIONS OF THE UNSTRUCTURED INTERVIEW ....................... PORTUGUESE AND ENGLISH VERSIONS OF THE QUESTIONNAIRE TELEX OF ADVANCE NOTICE ................. THANK-YOU TELEX ..................... SUMMARY OF THE INTERVIEWS WITH THE VICE-PRESIDENTS GLOSSARY ........................ ix Page 198 200 202 208 211 214 235 238 241 CHAPTER I INTRODUCTION College student services are considered to be part of nearly all institutions of higher education. However, the student affairs profession is diverse in its viewpoints, goals, and procedures. In this sense, the identity of people as student affairs practitioners is clearly a mixture of many components: the various contexts of higher education institutions, the theories that support their work, and the professional preparation, orientation, Specific skills, and knowledge the workers bring to their mission on campus (Delworth, Hanson, & Associates, 1980). According to Ruthenberg and Gaylord (1971), student affairs can be divided into four areas: (a) caring functions, which include counseling services, placement, and financial aid; (b) control func- tions, which include recruitment, admission, and housing; (c) extra- curricular life, which includes student political organizations and social and cultural programs; and (d) educational and developmental functions, which include orientation, remedial services, work with culturally diverse students, and educational programs in residence halls. Although student affairs work encompasses a variety of activities and services that attempt to respond to the individual needs of students, student affairs professionals are expected to assume a developmental orientation to their work and services by responding to the needs of the whole person, attending to individual differences, and working with students at their current level of development. The deve10pmental approach emphasizes the growth of the student as a person rather than his/her intellectual training alone. Hence, one can say that student development represents a unified approach to working with students because "it is not limited to life outside the classroom; it is integrated with academics" (Creamer, 1980, p. 100). According to the student deve10pment perspective, the adminis- tration of student affairs moves toward a proactive, developmental, preventive, and collaborative model. As Crookston (1972) noted, student development "builds its organization on the basis of symbiosis between individual and group need satisfaction and goal achievement and organizational goal attainment" (p. 7). From another viewpoint, some models of student services are based on complete professional control of the scope and definition of their functions in the university. To a degree, in the adminis- trative model, the content and assignments of the student services units are determined by the institution's philoSOphy, purposes, and organizational structure. The student services unit is viewed as one of many subdivisions related to the whole organization and insti- tutional goals. According to Ambler (1980), this model provides the greatest flexibility for responding to either student or institutional needs, with the ability to reach large segments of the student popu- lation. The administrative model also calls for a wide variety of professional specialists to perform various tasks. In this pattern, each person performs his/her task through administration, instruc- tion, consultation, or some combination of those roles. Unlike some other approaches, the administrative model welcomes individuals from a multitude of disciplines and professions. Despite the different approaches adopted by the developmental and administrative models, Ambler observed that there is no inherent conflict or dichotomy between the profession's administrative orien- tation and its educational and developmental goals. The variety of services offered to students and the quality of those services depend on such factors as the staff's professional preparation and training, available resources, the structure of the institution, and its con- cern for attending to students' needs. However, as Packwood (1977) noted, whatever the organizational structure, the services on each campus should function as a coordinated and articulated system that is apprOpriate to the goals of the institution and the needs of its stu- dents. In American higher education, the functions of student affairs professionals have been delineated in a number of ways. Saddlemire (1980) stated, "The impact of various philOSOphies or theories upon student services is demonstrated in the change the field has seen in typical roles, such as teacher, consultant, intervener, administrator and researcher" (p. 34). Regarding this matter, Ambler (1980) remarked that student services workers have changed the nomenclature, redefined some of the procedures, and become more conscious of their applicability but the basic management functions remain unchanged. From Ambler's standpoint, any effective chief administrator of student services can undertake planning, organizing, motivating, executing, and controlling. Those management activities apply to every service or unit in the taxonomy of student services in American higher edu- cation. In Brazilian literature on college student affairs, only a limited number of descriptive, exploratory, or evaluative studies on student services is available. There is little evidence of theory and empirical research to provide the necessary guidelines for student services practitioners or to define the profession's mission and the responsibilities for each function within the federal system as a whole or within individual institutions. To some extent, one might presume that student affairs workers have not yet obtained profes- sional recognition in the Brazilian college community. It may be that the philosophy, goals, principles, and practice of student affairs are not believed to be among the major influences in contemporary Brazilian higher education. Statement of the Problem As a component of the higher education institutions in Brazil, student affairs depends on the unique characteristics of the country's university system, such as its legislation, juridical structure, and administrative model. The university system in Brazil created by the University Reform (Law No. 5540/68) resulted in the systematization and organization of institutions of higher education (IES). Based on Decree-Law No. 200, "the Reform established in its Article 4 that the universities and isolated colleges that are federal institutions will be constituted as autarchies gr_foundations" (Montandon, 1981, p. 3). In accordance with the definitions provided by legislation, some profound differences exist between both juridical structures. The IES established as autarchies are supposed to perform typical activities of public administration, activities that are subject to orders and regulations. The IES constituted as foundations have juridical status, which allows them greater flexibility than the IES-autarchies. As Montandon noted, "The administrative organization of IES-foundations is more flexible, once the enlargement of their academic panel is devised according to their own needs" (p. 9). Con- versely, the IES-autarchies "have to limit their academic panel according to the Plan of Academic Function's classification" (p. 9). Regarding student affairs, the flexibility allowed to IES- foundations in hiring personnel might have an important effect on the composition of student affairs staff and on determining the extent and variety of services and programs available to students. To some degree, one might assume that autarchies and foundations also have different approaches to administering student affairs. In a sense, the juridical structure of federal institutions of higher education in Brazil appears to determine the models for administration of stu- dent assistance units. The tapic investigated in this study was the noncurricular services and programs normally associated with student affairs in federal institutions of higher education in northeastern Brazil. The subjects analyzed in this study were those that determine student affairs work, such as the functions of student affairs practitioners, the scope and variety of services and programs, and the models for administering student affairs in IES-autarchies and IES-foundations. It is expected that the findings of this study may help to expand Brazilian student affairs practitioners' understanding of their own field of work and to guide institutional policy makers at the federal and local levels in making decisions related to student affairs. Purpose of the Study This study was designed to describe and analyze student affairs programs and their administration in Brazilian institutions of higher education. Specifically, this study was undertaken to 1. describe the mission, practice, and role of student affairs work in Brazil; 2. investigate the functions of student affairs practitioners in federal universities in northeastern Brazil; 3. identify models for administration of student affairs in federal universities in northeastern Brazil; 4. analyze the models for administration of student affairs with respect to institutional goals and juridical structure in federal universities in northeastern Brazil; and 5. Develop findings, conclusions, and recommendations for student affairs administrators to consider in evaluating, planning, staffing, and organizing student services and programs. Need for the Study The concept of student assistance expressed in Brazilian legislation suggests that student services should be extended to all college students in order reasonably to assure their adaptation to academic work and success in college (Souza, 1981). According to the Ministry of Education and Culture (MEC), student assistance should be as complete as possible and should be offered at different times to meet students' needs. The activities of student-affairs professionals transcend the university setting and require the participation of other governmental agencies and private sectors related to health, housing, job placement, and social security, to name a few (DAE/MEC, 1977). Despite official recognition of the importance of student services and programs in higher education, a review of the Brazilian literature in the field revealed that few publications have described, assessed, or examined services and programs available to college stu- dents. The paucity of relevant investigations and published litera- ture was noted in a 1981 document from the Brazilian National Council of Education regarding the kinds of assistance for needy college stu- dents. The report emphasized the need for investigation in the field "in that some activities call for deep studies and comprehensive research" (Souza, 1981, p. 64). Taking into account such unique factors as organizational structure, institutional philosophy, professional staff, and condi- tions under which the staff functions, an investigation of student services and programs may provide directions and guidelines for clarifying principles, goals, objectives, and the administration and practice of student affairs. Although it is recognized that no one organizational pattern can be imposed on student affairs, one can suggest elements to be considered in organizing and administering student services and programs such as mission, size and scope of the institution, its juridical structure, and the unique characteristics of its student affairs practitioners. Definitions of Terms The following terms are defined in the context in which they are used in this study: Student affairs: An area, sector, or administrative sub- division within which there are people, functions, programs, and services, many of which contribute to the development of students as whole persons (Crookston, 1982). Division of student affairs: A major administrative subdivi- sion on the same level, in relation to the president, as the divisions of academic affairs and financial affairs. The division is concerned with the administration of services and programs that affect the lives of students outside the classroom and that support the institution's educational mission. Student assistance unit/student service/student program: The unit conceived to develop primarily nonacademic activities to meet students' personal, educational, social, physical, recreational, emo- tional, and financial needs. Vice-president for student affairs: The principal adminis- trative officer responsible for all or most major functions and operations of the division of student affairs. This individual reports to the president of the university. Coordinator of student assistance. The senior administrative officer responsible for the direction of student assistance. This person usually reports to the vice-president for student affairs or the vice-president of the university. Directors of the student assistance unit: The officer respon- sible for the direction of services and programs in the area of student assistance. This director usually reports to the vice-president for student affairs or the coordinator of student assistance. Student affairs practitioner/worker: A term synonymous with staff member; all those individuals who belong to a student assistance unit and are involved in activities such as counseling, financial aid, placement, housing, food services, and health services. IES: An institution of higher education. Autarchy: The autonomous service, with juridical personality, self-patrimony, and budget, that performs typical public administrative activities (Montandon, 1981). 10 Foundation: An institution of private law that receives gov- ernmental subventions and ministerial supervision (Montandon, 1981). Limitations of the Study The following limitations are important in this study. 1. Nature of the study. Because the study was descriptive in nature, the investigator did not analyze the quality of each service/program investigated. Statistical significance is not implied in the analysis of collected information. This study was also limited with respect to generalizability of the findings to Brazil's entire federal university system because it was a survey involving institu- tions of higher education located in a specific geographical region of the country. 2. Population. The study was limited to those units appointed by the principal administrative officer of student affairs at each participating university. The institution's definition of services and programs in the area of student assistance might have restricted the scape of this study. 3. Institutional climate. A national strike involving uni- versity and college professors as well as administrative personnel at IES-autarchies occurred during the information-collection phase of this study. The emotional climate that prevails during such a situa- tion should be taken into account when interpreting the information gathered, as well as the findings and conclusions of this study. 4. Methods for collecting information. A survey-research approach was used in carrying out this study. A survey depends on 11 direct communication with people, and respondents' values and atti- tudes might have influenced their responses. The respondents' amount of experience, educational level, and professional training might also have affected their responses. Gathering of information also depended on the willingness of the principal administrator of student affairs to recommend staff members to complete the questionnaire. 5. Instruments. Information was collected by means of inter- views and questionnaires. Regarding the interview, biased reactions might have been elicited because of personal characteristics of the interviewer and/or the respondent. A limitation of the question- naire was the possibility of biased responses to open-ended questions since the format of particular items might have constituted an ego threat to the respondent. As the questionnaire was constructed to be self-administered, its validity was limited by the clarity of questions and the honesty of respondents. Assumptions of the Study As with all educational systems or organizations, student affairs functions are based on assumptions about the purposes of edu- cation, the development of human values, student development needs, and methods of administering student services and programs. The degree to which those assumptions are examined, understood, and clari- fied determines, to a great extent, the effectiveness of the student affairs function in helping the institution achieve its goals. This study was based on the premise that analyzing student services and 12 programs for the purpose of improving them should be a dominant con- cern of all student affairs practitioners. Methodology Population The student affairs staffs of 12 federal universities par- ticipated in the study, which was divided into two distinct phases. During the first phase, a pilot study was conducted in the northern region of Brazil and involved two universities: one IES-autarchy and one IES-foundation. The second phase, completed in northeastern Brazil, involved ten federal universities: seven IES-autarchies and three IES-foundations. Instruments Information was gathered through the administration of inter- views and questionnaires. The instruments developed by the investi- gator were designed to (a) obtain descriptive information regarding the mission of student affairs work in Brazilian institutions of higher education, (b) gain information concerning the objectives and practices of student assistance units, and (c) obtain information about the functions of student affairs practitioners.* Interviews were conducted with vice-presidents for student affairs, a coordinator of student assistance, and the director of a foundation for student assistance. A former coordinator of the Department of Student Assistance of the Ministry of Education and Culture was also questioned. As informants, these individuals 13 provided pertinent information about student affairs in Brazilian higher education by responding to the interview questions. The directors of student assistance units at each participat- ing university completed a written questionnaire that contained 59 questions. These directors were considered representative respondents because they typified particular categories in the field of student affairs. Pretest and Pilot Study During Summer Term 1982, the Portuguese versions of the survey instruments were pretested with a group of Brazilian graduate students at Michigan State University. The respondents evaluated the instru- ments in regard to clarity of the instructions and lucidity and com- pleteness of the questions. In addition, the survey instruments were pilot tested at two Brazilian federal universities. Changes were made in the survey instruments, based on results of the two pretests. Information Collection To collect the information required in this study, the inves- tigator conducted on—site interviews and administered the survey instruments at the 12 federal universities involved in this project. The investigator conducted those activities from October through December 1982. Including the two phases of the project, 12 universi- ties were visited, 13 face-to-face interviews were conducted, and 73 questionnaires were administered. 14 Information Analysis Descriptive statistics and measures of central tendency and variability were used to analyze responses to the questionnaires; this information is presented in Chapter IV. Responses to open- ended questions are grouped under related headings and presented in terms of number of responses under each heading. Information obtained from the interviews is presented in the form of a descriptive report. Responses to questions requiring ratings are analyzed through the use of descriptive statistics. This approach enables direct comparisons to be made between the universi- ties according to their juridical structure. Organization of the Study Chapter I included an introduction to the topic; a statement of the problem, purpose, and need for the study; assumptions and limi- tations of the study; definitions of key terms; and a review of the methodology. In Chapter II, the literature related to the study is explored and analyzed. The chapter is divided into two parts. Part One is a review of American professional literature pertaining to student affairs. Part Two is a presentation of relevant documents and suit- able Brazilian literature concerning student affairs in Brazilian institutions of higher education. Presented in Chapter III are procedures followed in the study, as well as descriptions of the survey methodology and selection of the population. Instrumentation and analysis techniques are also discussed and reported. 15 Chapter IV contains a presentation and analysis of the find- ings of the study. Chapter V contains a summary of the problem and purpose of the research, the methodology used, and the findings of the study. Also included are recommendations and implications of the study and sug— gestions for further research. CHAPTER II REVIEW OF RELATED LITERATURE Introduction This study was designed to describe and analyze student affairs administration in selected Brazilian institutions of higher education. Because of the paucity of literature on the t0pic in Brazil, and to generate a framework for this study, the review of the literature was centered upon the philosophy, administration, structure, and staffing of student affairs in American institutions. Subsequently, a review of Brazilian literature on student affairs was conducted. The literature review is presented in two parts. Part One is a selective review of American professional literature on student affairs administration, the structure of services and programs, staff- ing, staff development, and staff evaluation. Part Two is a review of relevant documents and pertinent Brazilian literature concerning stu- dent affairs. This part is presented in three sections: the Brazilian educational system, student affairs in Brazilian higher education, and research on student affairs in Brazil. PART ONE: THE AMERICAN PROFESSIONAL LITERATURE Points of View on Student Affairs and Student Development The development of student affairs as a program of relevant functions and services is influenced in part by the administrative 16 17 requirements of the institution, in part by the institution's philos- ophy, and in part by the distinctive characteristics of the higher education institutions themselves (Johnson, 1970). The recognition that not all education takes place solely in the classroom is an important rationale for providing services and programs in the field of student affairs. In this regard, colleges and universities pro- vide many educational experiences that cannot be found in the catalogue or curriculum and that are, in most cases, developed, coordinated, and administered by student affairs units. Despite the acceptance of student affairs as a professional field based on a phi1050phy of education, Baker (1980) contended that "as educators attempt to anticipate future trends in student personnel, the lack of unified direction emerges as a critical issue" (p. 35). Fenske (l980a)also made this point, assuming that the development of the student services profession has resulted in a large, highly diversified field of student-related activities that has been and continues to be in a continual identity crisis. Another issue related to the student affairs profession is the definitional problem (Crookston, 1974). It appears that the changes in terminology that have occurred over the years have been an attempt to portray to constituent bodies of colleges and universi- ties the peculiar nature of the field. According to Crookston, such titles as student personnel, student affairs, student services, and student deve10pment have emerged as attempts have been made to find apprOpriate descriptive terms for the field. Characterizing student affairs in American higher education, the author stated: 18 Student affairs is not a philOSOphy, theory or concept; it is an area, sector or administrative subdivision within which there are people, programs, functions and services, many, if not all, of which contribute to the development of students as whole persons. (Crookston, 1982, p. 69) In reviewing the literature on student affairs, two major trends were identified: the student personnel point of view and student development. The farmer trend is exemplified by the writings of such authors as Wrenn (1951), Mueller (1961), and Williamson (1961), who provided support for the student personnel point of view. As Johnson (1970) noted, the earliest efforts to professional- ize the field were directed toward developing a point of view about students and toward reconciling the functions, tasks, and services being performed within a common philosophical framework consistent with the objectives of higher education. Miller and Prince (1976) cited the basic assumptions of the student personnel point of view: (a) the individual student must be considered as a whole, (b) each student is unique and must be treated in this perspective, (c) the total environment of the student is educational and must be used to achieve his/her full development, and (4) the major responsibility for a student's personal and social development rests with the stu- dent and his/her personal resources. The preceding statements imply that "all kinds of nonintellectual learning should be part of a college’s mission because they develop the whole student" (Miller 8 Prince, 1976, p. 4). However, it appears that the student personnel point of view was never seriously challenged as the primary set of guiding prin- ciples (Arner, Peterson, Arner, Hawkins, & Spooner, 1976) because 19 student personnel workers in the 19605 were primarily concerned "with staff recruitment, department organization, requesting and administer- ing large budgets" (Saddlemire, 1980, p. 29). Indeed, as Chandler (1977) noted, the services were frequently remedial or controlling in nature, with the functional areas operating somewhat independently of one another. In this regard, many practitioners have perceived student personnel as offering "services for students" with little involvement of students in planning, developing, and executing the activities performed by the student personnel staff (Johnson, 1970). Therefore, one can assume that the conduct of services was administra- tive in nature in the sense that they were not fundamentally regarded as an integral educational or growth experience for college students. A second trend in student affairs is student development. Dutton and Rickard (1980) questioned whether student deve10pment pro- grams merely restate the student personnel point of view, or whether they represent a new approach based on different assumptions about student growth and management practice. In this regard, Jones (1978) noted, Some have felt that "Student Development" is really nothing more than a synonym for what was previously called student personnel. However, others contend that "Student Development" is the application of human development concepts in order that students can master increasingly complex developmental tasks, achieve self-direction, and become independent. (pp. 2-3) More recently, Miller, Winston, and Mendenhall (1983) dis- cussed student development as it relates to student affairs: 1. Student development refers to a body of knowledge, both theoretical and data based, describing the behavior of persons in 20 higher education. The focus may be on the content of deve10pment (e.g., career decision making) or on the process of deve10pment (e.g., moral reasoning). 2. Student deve10pment has been used to describe a wide variety of behavioral and social-science-based interventions (e.g., individual counseling). In that case, no distinct set of techniques can be named student deve10pment because "what makes an interven- tion 'student development' is not the approach, but the purpose for which the approach is intended" (p. 21). 3. Student development has been used to replace student affairs or student services, and this "has added greatly to the con- fusion is understanding the term" (p. 22). 4. Student development has been used to describe the purpose or outcome desired as a result of a student's attendance at college. According to Miller et al. (1983), student development is both a theory base and a philosophy for education, and in this context student development "is the application of human development principles to students in higher education" (p. xviii). Therefore, such a posi- tion calls for the involvement of the entire campus community in facilitating the student's development (Miller & Prince, 1976). Hurst and Ivey (1971) also supported the developmental philos- ophy of student affairs. However, they criticized student affairs workers for being crisis oriented and reactive, suggesting that that reactive attitude should be replaced by a proactive posture of human development. Indeed, these authors stressed the need for student affairs workers to (a) become facilitators instead of controllers, 21 (b) act as consultants to the college campus, (c) teach skills of effective human relations, and (d) help the university to become more concerned with human development. Because of the demands of a complex and changing university scene, Hurst and Ivey urged student affairs workers to devote more of their energies to planning for the future. Jones (1978) addressed a somewhat different view of this subject. He endorsed the role of student affairs as a primary rather than a supportive function in higher education, fully integrated with the academic program, if student development is to be an integral part of the institution mission. Thomas (1976) indicated a growth of interest among student affairs administrators in finding new areas of involvement in the academic life of their colleges and universities. However, the author cautioned that such involvement presents chal- lenges "both to the traditions of the overall academic establishment and to the equally well-established traditions of the student affairs profession" (p. 72). Despite the existence of a number of documents suggesting the involvement of student affairs in the academic arena (Jones, 1978; King & Fields, 1980; Nash, Saurman, & Sousa, 1976; Thomas, 1976), the professional literature also revealed a persistent difficulty for stu- dent affairs to become totally integrated into the central academic function of colleges and universities (Fenske, 1980b; Lewis, 1973). According to Harvey (1976), several variables influence integration of student development into the academic community. Such variables fall into two diverse categories: (a) driving forces, those that create a 22 positive view for including student development as an integral part of the academic community; and (b) restraining forces, those that impede the integration of student development into the institution's mission. To facilitate the involvement of student affairs in the academic area, Harvey suggested the following approaches: (a) devel- Oping a closer union between faculty and the student affairs roles; (b) involving as many faculty members as possible in typical student affairs roles; and (c) merging student affairs administration with general administration, providing for the involvement of student affairs workers in more university functions. Summar Three major concepts of student affairs were introduced in this section: (a) the student personnel point of view, in which the functions, tasks, and services are performed within a common philo- sophical framework consistent with the objectives of higher education; (b) student development, in which the application of human-development concepts is used to help students master deve10pmental tasks, achieve self-direction, and become independent; and (c) the integration of student affairs into the academic arena, in which the role of student affairs is a primary function in higher education, fully integrated with the academic program. Those positions have influenced the deve10pment of the field, calling for competent professionals to under- take the specific tasks and strategies of student affairs functions. 23 Student Affairs Administration Student affairs is one of the major components of the college and university organization. As such, student affairs administration should provide the necessary conditions for the effective function- ing of student services and programs within the framework of the institution's educational program (Wrenn, 1951). Harvey (1974) stated that student affairs administration "has been and will continue to be a function of societal and institutional redefinitions" (p. 243). This position was also reflected in Well- ington's (1976) statement that the goals of the institution deter- mine the policies, patterns, and objectives of student affairs, as well as its organization and administration. Indeed, according to Miller et a1. (1983), factors such as funding sources, size, and type of the institution define the nature of and the approaches used in student affairs administration. Winston, Mendenhall, and Miller (1983) stated that student affairs administration constitutes a unique formula combining people, ideas, money, and physical facilities to produce services and pro- grams to meet students' needs. Hill (1974) urged practitioners in the field of student affairs to establish a high level of trust in co-workers, establish Open and honest communication, and develop an interaction-influence system. Ambler (1980) expanded these notions by making it clear that the effective student affairs administrator uses basic management func- tions to integrate various program elements to achieve desired goals. 24 According to this view, administration constitutes an essen- tial component of effective management of the student affairs pro- grams, carried out through administrative functions such as planning, organizing, staffing, leading, evaluating, and developing. These functions should be interrelated and operate in an open-system envi- ronment as part of a whole (Mendenhall et al., 1983). In 1959, Litchfield (in Ambler, 1980) wrote that management of higher education consists in programing, communicating, controlling, and reappraising. Eleven years later, Ambler noted, We have changed the nomenclature, redefined some of the pro- cedures, and become more conscious of their daily applicability, but the basic management functions remain unchanged. Any effec- tive chief student services officer can undertake planning, organizing, motivating, executing and controlling. (p. 163) Harpel (1976) introduced a manual for administration of student affairs in which management is viewed as involving "the combining of resources and activities in such a way as to produce a desired out- come" (p. ii). The management process proposed by Harpel comprises (a) identifying a need or problem, (b) assessing environmental pres- sures, (c) stating program goals, (d) defining program objectives, (e) translating the plan into a set of activities, (f) assembling related activities under program headings, (g) allocating resources to programs, and (h) evaluating the results. Regarding student affairs practice, Harpel noted that, to some extent, each of the aforementioned elements may be found onmost campuses. However, it seems that these functions are often performed 25 independently of one another. Thus, the author suggested the need to put the elements into a system, "one which is an interactive pro- cess and which allows for program growth and flexibility as condi- tions and needs change" (p. iii). Summary Issues on student affairs administration were discussed in this section. Authors like Harvey (1974) and Wellington (1976) viewed student affairs administration as a function of the societal and insti- tutional mission, whereas Winston et a1. (1983) viewed student affairs administration as a unique formula combining people, ideas, money, and . physical facilities to produce services and programs to meet students' needs. In spite of differences in the conceptualization of student affairs administration, the authors reviewed agreed that functions such as planning, organizing, staffing, leading, evaluating, and developing are essential for successful student affairs administration. Student Affairs Structure A critical problem facing student affairs administrators is how to establish an organizational structure that can help the student affairs unit achieve its goals more efficiently. In this regard, Winston et al. (1983) contended that no best way exists to organize a student affairs unit. The best structure is one that considers the uniqueness and history of the institution, as well as the skills, com- petencies, and weaknesses of the staff. A review of the literature on this subject revealed that propositions for structuring student affairs units are numerous 26 and varied. Proposals have been based on administrative control (Williamson, 1961), administrative hierarchy levels (Wellington, 1976), functional categories (Dutton & Rickard, 1980; Harvey, 1974; Prior, 1973), or the student affairs concept (Chandler, 1977). Williamson (1961) introduced three distinct types of adminis- trative structure for student affairs. The first was a centralized structure that controls most of all student affairs units. In the second type, with partially centralized control, considerable authority is delegated to professional staff. The third type was decentralized administrative control of the various student affairs units. Accord- ing to Williamson, decentralization with informal relationships and organization is usually found on campuses with small student enroll- ments. On large campuses, centralization and a formal organizational structure characterize the student affairs division. Similar adminis- trative structures were reported by Crookston and Atkyns (1976), who investigated a cross-section of postsecondary educational institu- tions throughout the United States. Wellington (1976) proposed a structure in which both society and the institution determine the pattern and objectives of the student affairs units. In this regard, student affairs units might be viewed hierarchically in three levels: (a) policy making and administration, (b) comprehensiveness of services offered, and (c) specificity of functions. The organizational pattern, from Wellington's standpoint, encompasses all of the essential services and functions. He also viewed such a pattern as "considerably streamlined so that the number 27 of offices and employees required is greatly reduced" (p. 330). How- ever, the author conceded that the validity and viability of the pattern depend on the following sequential steps: (a) translating the goals of society and of the institution into student affairs policies as a guide in developing the student affairs organization, (b) determining what services are the primary responsibility of the student affairs division, and (c) determining the number of staff members needed to perform the tasks, as well as the population to be served. Wellington proposed three major organizational units: (a) admissions/finances--encompassing precollege relations, admis- sions, financial aid, and orientation; (b) student life-~involving campus-community relations, health, activities, and governance; and (c) counseling--also encompassing spiritual and placement counseling. By integrating business, academic, and student affairs programs, and by unifying them in working toward societal and institutional goals, student affairs administration will become more involved at various levels of institutional governance. In 1973, Prior addressed the organization of student services in view of the specific functions carried out by student affairs prac- titioners. He advocated the allocation of student services into at least two divisions, one charged with managerial activities and the other with developing educational/developmental action. The depart- ment of student development would assume the educative responsibili- ties of student affairs work, such as advising, counseling, orientation, special projects, and developmental programs. The office of student management would assume the administrative 28 responsibilities of student affairs work, such as student rights, discipline, security, and maintenance. Prior conceded that, depending on the institution's orien- tation and philosophy, such responsibilities as placement, financial aid, admissions, and registration might be viewed as educative or administrative functions. Therefore, he suggested a third division to carry out those responsibilities: the office of student services. Regarding the changes that have occurred in the conceptuali- zation of the field, Chandler (1977) believed that, from the stand- point of organizational structure, the various concepts of student affairs can be brought together within the organization. Hence, he advocated a three-way division charged with administering management services, student deve10pment, and judicial control. In discussing principles upon which to build an organiza- tional structure for student affairs, Dutton and Rickard (1980) endorsed the approach of grouping functions. The authors believed that grouping similar functions facilitates team building and coordi- nation of efforts because "rational grouping can result in improved coordination, clarity of direction, use of resources, and service to students" (p. 391). Dutton and Rickard suggested the following approaches as "typical grouping" functions: (a) academic support, involving registration, advising, and learning assistance; (b) recrea- tion and culture, encompassing activities such as athletics, concerts, and lectures; (c) financial assistance; (d) housing and food services; (e) mental health, involving counseling and psychiatric care; (f) physical health and safety; (9) special student services-~working 29 with disabled, foreign, and disadvantaged students; (h) student activities and governance; and (i) research and needs assessment. Dutton and Rickard recognized that a particular unit or office usually assumes the major responsibility for services within any one of those groupings. However, the authors observed that "effective functioning requires that each unit be aware of all other services and assist in them when appropriate" (p. 392). Another proposition related to the organization of student affairs units was made by Ruthenberg and Gaylord in 1971. They sug- gested that the units might be divided according to the specific functions the units performed. In this view, the four basic functions were (a) caring functions, including counseling services, placement, and financial aid; (b) control functions, including recruitment, admissions, and housing; (c) curricular support functions, including student political organizations and social and cultural programs; and (d) educational and deve10pmental functions, including orienta- tion, remedial services, work with culturally diverse students, and educational programs in residence halls. Ambler (1980) analyzed several approaches to student affairs organization and concluded that the most useful taxonomy of student services was the Program Classification Structure (PCS) from the National Center for Higher Education Management Systems. Among the eight major functional units in higher education under the PCS system, Ambler identified six units as being appropriate for the student affairs field: (a) student services administration, (b) social and cultural development, (c) counseling and career guidance, (d) financial 30 aid administration, (e) student auxiliary services, and (f) inter- collegiate athletics. The author observed that the PCS system is the most widely used system for comparative studies "because its categories and definitions are sufficiently broad, yet specific enough to permit inclusion of virtually every defined student service" (p. 168). Indeed,that classification system is also useful for plan- ning organizational structures, strategies, and evaluation. Regardless of the structure to be adopted, a number of writers have proposed general guidelines. Among others, Dutton and Rickard (1980) suggested that organizational structure should (a) be consis- tent with institutional purposes, goals, and phi1050phy; (b) facili- tate the interaction of human talent, the circulation of ideas and information, and the pooling of human resources in policy, develop- ment, and planning, (c) take into account the expertise, needs, and attitudes of staff members; (d) provide for clear and consistent delegation of authority and assignment of duties; (e) accommodate a reasonable span of control for line administrators; and (f) group similar functions together under a middle manager or coordinator, keeping the distance between the chief student officer and line units as short as possible. Summary The past years have seen a recognition of the need to reorgan- ize student affairs units. The typical organizational structure placed student services and programs within the student affairs divi- sion, which was viewed as the basic administrative unit. The proposed 31 structures introduced in this section were based on administrative control (Williamson, 1961), determined by hierarchy levels (Wellington, 1976), based on the student affairs concept (Chandler, 1977), or defined by functional categories (Dutton & Rickard, 1980; Harvey, 1974; Prior, 1973). Based on the review, it appears that student affairs practice is currently defined and structured less by office and more by functions. Staffing Staffing Inferences The American Association of School Personnel Administrators (ASPA) (in Harris, McIntyre, Littleton, & Long, 1979) described staffing as (a) involving a continuous flow of people into, within, and outside of the institution; (b) being an integrated system whose components are interacting and compensatory to some degree; (c) being both horizontal (bringing people into the division from outside) and vertical (filling vacancies from within the organization by promoting people); and (d) requiring management of the system to maximize per- formance and to promote satisfaction at all staff levels. Millett (1982) presented a different look at staffing, from the perspective of organization, operation, and administration for colleges and universities. He suggested that staffing involves job specification, recruitment, appointment, and separation of personnel required to perform the primary and support programs of the insti- tution. 32 Staffing has also been discussed in light of the adminis- trative and developmental perspectives (Harris et al., 1979). The authors noted that each perspective makes somewhat different demands on staff competencies. In turn, each perspective can be enhanced by staffing policies and practices. The administrative perspective emphasizes certain aspects related to staff competencies, focusing on the importance of competence in organizing, coordinating, facili- tating, and communicating. On the other hand, the developmental perspective of institutional staffing is dynamic in nature. The practices that result from this orientation are directed toward change, creative problem solving, and the replacement of existing conditions when necessary. One might assume that although it is recognized that staff- ing is shaped by institutional realities, staffing practices would be concerned primarily with human capabilities. However, despite the evidence that people, ideas, money, and physical facilities are the necessary ingredients for effective administration of student affairs services and programs, "the pepple ingredient is the most critical because without staff programs cannot exist" (Winston et al., 1983, p. 285). Organization of Staff and Staffing Levels Winston et a1. (1983) suggested that staffing encompasses "organizational analysis, personnel planning, position analysis, recruitment, selection, job/organization restructuring, promotion/ demotion, and termination" (p. 289). The authors said that within 33 the student affairs division, staffing includes all those who con- tribute to accomplishing the division's goals. Ambler (1980) discussed staffing in terms of the adminis- trative model. According to the author, regardless of the structure, scope, or size of the student affairs division, three levels of staff categories can be identified: administrative, management, and program. In the first category, the administrative staff includes the chief student services officer and middle-level administrators who coordinate major program areas. Those people come from diverse fields. Some come from traditional counseling or student services training pro- grams; others come from disciplines unrelated to student services, and they have been selected "for personal qualifications or circumstan- tial reasons” (Ambler, 1980, p. 171). In the second category, most services are headed by indi- viduals who carry the title of "director" or "coordinator." They constitute the management staff. The components of that category, according to Ambler, share common management responsibilities in terms of personnel policies and budgeting procedures. The third category includes the program or professional staff. Members of the program staff provide instructive, consultive, and/or administrative services to students. These people also reflect a wide range of training and specialization. Regarding program-level staff, certain student affairs services require a high degree of specialization, whereas others can be staffed with individuals from related disciplines. Examples of services that require specialized training are health services, counseling, and legal services. 34 The goal of the staffing process is to employ the best people available at all staff levels (Winston et al., 1983). A division's personnel can be divided into four major categories: professionals, allied professionals, support staff, and paraprofessionals. Professionals. Schein (1972) viewed a professional as one who is engaged in a full-time occupation and possesses a specialized body of knowledge and skills acquired through education and training. According to Owens, Witten, and Bailey (1982), a number of criteria can be used to define professionals. The authors cited Yarmolinsky's position that the main attribute of a professional is possession of "a specialized knowledge, that is used for the benefit of individuals and groups with whom the professional works" (p. 293). Within the student affairs division, the professional staff members assume the responsibility for develOping outside-the-classroom activities such as those related to life in residence halls, advisement/placement coun- seling, and student activities (Winston et al., 1983). Allied professionals. As characterized by Winston et al. (1983), allied professionals "are persons responsible for performing or directly supporting outside-the-classroom education functions" (p. 286). In this category, personnel come from a wide variety of fields. Physicians, accountants, clergy, and faculty members are included in the allied-professionals category. Support staff. Support staff perform the many necessary activities that support the professionals and allied professionals in providing services and educational opportunities for college students. Support-staff members are vital to the functioning of the student 35 affairs division because “they complement and supplement divisional goals" (Winston et al., 1983, p. 287). Secretaries, clerks, and receptionists are examples of support-staff personnel. Paraprofessionals. According to Sherwood (1980), paraprofes- sionals are "persons without extended professional training who are specially selected, trained, and given ongoing supervision to perform some designed portion of the tasks usually performed by the profes— sional" (p. 369). Within the student affairs division, paraprofes- sionals are primarily students employed by the office to provide direct services to other students, such as residence-hall resident assistants and orientation aides. This category of practitioners may receive pay for their work, or they may work on a voluntary basis (Ender, 1983). Summa y. In this section the writer discussed staffing the student affairs units. A major trend identified in the literature was the deve10pmental perspective of institutional staffing, which is a comprehensive process in which people (staff) are considered the most important element for effective student affairs administration. In this view, the importance of people is associated with practices directed to change, creative problem solving, and the replacement of existing conditions when necessary. Staff Development Staff development has been discussed from several perspectives. Barnes (1981) described staff development as "a continuous growth- oriented process which seeks to modify the attitudes, skills, and 36 behavior of staff members toward greater competence and effectiveness in meeting student needs, their own needs and the needs of the divi sion" (p. 28) . In 1972, Stamatakos and Oliaro urged the maximum use and deve10pment of staff members as an essential part of meeting the demands of an ever-changing collegiate environment. Staff-development efforts should become a "basic function" of student affairs practice. Each staff member would have a better overall understanding of the functioning of the student personnel division and could better articulate its objectives and philosophical directions to those members of the college community with whom he came in contact. (p. 272) Wanzek and Canon (1975) agreed with Stamatakos and Oliaro that staff-deve10pment programs can help staff members become more interested in and knowledgeable about the division as a whole. Such knowledge and interest should result in closer and more cooperative work relationships within the total division. According to Canon (1980), staff-deve10pment programs can be justified on the basis of (a) a need for remediation, (b) enhancing accountability, and (c) pro— fessional duty. Remediation. According to this viewpoint, staff development is a tool for professional remediation and rehabilitation. Canon cautioned that student affairs practitioners might resist the idea of remediation because it suggests that incompetency exists. On the other hand, Canon stated that remediation may involve "helping colleagues develop a 'common ground' or shared conceptual view of their role and mission in their particular college or university” (p. 440). Accountability. Staff-development programs offer alternative forms of accountability, such as involving student constituents and 37 faculty. The rationale is that as student affairs practitioners engage in staff-deve10pment programs that benefit the student constituency, students will support the efforts of the student affairs staff. Regarding faculty involvement, Canon pointed out that faculty consumers of student affairs services and programs tend to be discerning, critical and skeptical. . . . Where student services staff have provided finely honed skills that undergird and strengthen academically based or related ventures . . . , faculty support for our activities is reflected in decreased sniping at our budgets and increased advocacy of shared goals. (Canon, 1980, p. 441) Professional duty. Canon assumed that professional develop- ment is an exercise of professional responsibility. The underlying assumption is that each student affairs practitioner is capable of and needs continuing growth. In this sense, "professionalism is a life-long commitment to refining one's skills and professional attri- butes" (p. 443). Sharing Canon's beliefs, Ender (1983) introduced the notion of professional relationships as a mechanism for staff development and as constituting the most powerful source of day—to-day learning and growth. Another perspective regarding staff-development programs was one introduced by Stamatakos and Oliaro (1972), who discussed the role the staff-deve10pment program plays in helping student affairs workers realize the full potential of their educational role. From the authors' perspective, the staff-development program is a vital element in maintaining the necessary level of information and compe— tence to allow student affairs practitioners "to meet the challenges of their job in an assertive, productive fashion" (p. 270). Stamatakos 38 and Oliaro stated that staff-development activities should grow directly from the institution's objectives and be integrated with those efforts of the student affairs division that support the institution's mission. DeCoster and Brown (1983) endorsed Stamtakos and Oliaro's belief that staff—development programming should be linked explicitly to student affairs goals and practice. Indeed, Stamatakos (1983) asserted that "the best student affairs divisions invariably sponsor continuous in-service staff development programs" (p. 485). Canon (1976) introduced a model for staff development in which he discussed three levels of development for student affairs staff. At the first level, staff members primarily identify themselves with a professional specialty and with their own subunit-~for instance, financial aid or counseling center. Therefore, staff members are unaware of what "their colleagues in other student affairs offices are doing" (p. 179). For this reason, the potential for duplication of efforts is high, with staff members showing pronounced territoriality. At the second level, staff primarily identify with student affairs as a field. Staff members are competent in subspecialties, tending to enjoy a measure of collegiality in decision making. At this level, units frequently cross office limits to develop cooperative programs. At the third level, staff members focus primarily on the institu- tional mission as seen through a strong, saphisticated understanding of the purposes of higher education. Here, programming for students is developed from the basis of joint planning and implementation by student affairs staff and their faculty colleagues. 39 Summary. A number of staff-development objectives and intended outcomes were identified in this section. They are essen- tial for student affairs practice in (a) integrating staff activities with the institution's mission, (b) promoting cooperative programs with colleagues and faculty members, (c) helping staff members realize the full potential of their educational role, (d) improving staff members' theoretical and philosophical knowledge, (e) developing func— tional skills and specific competencies, (f) facilitating interaction among student affairs workers, and (9) providing opportunities for professional and personal growth. Staff Evaluation Staff evaluation has been discussed in a number of ways. Laudicinia and Laudicinia (1972) considered this subject in relation to the administrative process. More recently, Winston et a1. (1983) delineated staff evaluation as a function of student affairs practice that helps staff members improve their performance. The authors further suggested that the determination of "the form and process of evaluation should be a collaborative process among staff members and their supervisors" (p. 319). That position is in agreement with Laudicinia and Laudicinia's view--that "the administrative process which works best takes into account the relationships between and among individual staff members" (p. 116). The authors assumed that Personnel evaluation, properly used, can provide administrators with an essential tool for assessing the effectiveness of their own administrative skills and their capacities to communicate a goal direction and coordinated group effort among staff members. (p. 116) 4O Winston et a1. (1983) listed the following purposes of staff evaluation as being essential for student affairs administration: 1. Enhancing staff development by giving direct feedback about performance of student affairs practitioners. 2. Making personnel decisions regarding salary, promotion, or termination. 3. Diagnosing areas of weakness within the staff that need attention. 4. Providing information about effective staff performance and the accomplishment of essential functions. Summa y. Many educators believe an evaluation process should be developed to help staff members improve their performance and qual- ity of service. At the institutional level, staff evaluation should provide student affairs administrators with pertinent information that can help in developing and achieving the educational objectives of their colleges and universities. Evaluation of Student Affairs It is commonly assumed that evaluation should be an essential element of any student affairs service or program. However, when the diverse concepts, practices, and methods of evaluation are examined, one can say that the way in which student affairs practitioners see evaluation is related to what they intend to evaluate and why. A review of the literature on student affairs evaluation revealed that whereas Lenning (1980) emphasized the distinction between assessment and evaluation, Oetting and Hawkes (1974) focused their discussion on program and personnel evaluation. 41 Lenning noted that even though counselors and other student services personnel have tended to associate assessment with indi- viduals and evaluation with groups, assessment has also been dis- cussed within larger contexts than programs, such as the total educa- tional institution. On the other hand, although people in education seem to equate assessment with evaluation, Lenning assumed an inter- mediary position, stating that measurement is "a component of assess- ment which is in turn a component of evaluation" (p. 234). He continued: The evaluative process involves taking the synthesis of assess- ment results and alternative interpretations of these results, and applying the interpretations to making judgments or deci- sions about value and worth of a service, activity or program and its possible deletion, replacement, modification or revision. In addition, the process often involves making a judgment or decision about the best ways to bring about improvement. (p. 244) Oetting and Hawkes (1974) observed that people often confuse personnel evaluation and program evaluation. In personnel evaluation, programs and staff are judged on a good-bad continuum. In this case the kind and amount of ser- vices being offered are assessed. Quantifications and skills of staff are rated, and judgments are made that may result in pro- motions or dismissals. . . . The second form of evaluation, evaluative research, is concerned with program impact. In this case the objective is to assess the effect of a program in order to determine how well it works. (p. 435) In addition, the authors observed that to determine the program's effect, evaluation does not necessarily relate to staff or administrative competence. In such cases, the information resulting from evaluation can form the basis for selecting, develOping, and improving services and programs. 42 Likewise, Burck and Peterson (1975) stated that evaluation procedures can provide student affairs and administrators with approp- riate information with which to improve services and programs. Thus, "a more important purpose of evaluation is to assist in the determi- nation of activities that will be effective in reaching program goals and objectives" (p. 569). Following the same reasoning, Chamberlain (1975) stated that evaluation should start with a careful review of how the functional units of the student affairs division relate to each other to achieve institutional goals. Despite the emphasis on evaluation, authors like Burck and Peterson (1975) have noted the paucity of evaluation activities in some student affairs programs. Among the reasons the authors pre- sented for the dearth of evaluation, two merit attention because they relate directly to student affairs administration. One reason has to do with priorities and institutional constraints. In meet- ing day—to-day obligations, student affairs practitioners do not have the necessary time and conditions to build evaluation efforts into their work. Another reason is that some programs either lack goals and objectives or have none that are usable (Burck & Peterson, 1975). Robinson (1977) provided a comprehensive analysis of the role of evaluation in student affairs administration, in which he delineated the following major reasons for conducting evaluations: 1. Providing the best possible means of clarifying program goals and objectives. 43 2. Providing a means of relating program objectives to the broad educational objectives of the institution. 3. Clarifying the relationship of the student affairs pro- grams to the educational program of the institution. 4. Insuring that all phases of the student affairs programs remain in proper perspective. 5. Providing a sound basis for program modifications. 6. Measuring the effectiveness of the student affairs divi- sion and its several subdivisions. 7. Determining if the student affairs division's activities are congruent with the institution's goals and objectives. 8. Providing stimulus for basic research regarding student affairs practice. Summa y. This section included a review of the literature on evaluation as it relates to the administrative process in general and to the student affairs division in particular. The authors tended to agree that (a) evaluation is not an independent effort; (b) evaluation is aimed at collecting data that can help in making decisions about programs, personnel, and divisional goals; (c) determining the form and process of evaluation should be a collaborative effort among staff members; and (d) evaluation can help staff members improve their per- formance. Models of Administration in Student Affairs A number of administrative models exist to carry out the student affairs mission. The literature review revealed at least 44 three major trends of thought that have influenced student affairs administration in the United States: the administrative model, the multidimensional model, and the student development model. The Administrative Model Ambler (1980) presented a rationale for the administrative model through five assumptions that reflect both the historical roots of the profession and the current realities faced by higher education. 1. The profession is based on the effective development and delivery of programs to accomplish educational goals for students. 2. Administrative procedures and educational/devel0pmental goals are not dichotomous. 3. Student affairs must be effectively managed and integrated with academic affairs to achieve desired educational outcomes. 4. A visible structure for the delivery of student services and programs is necessary for policy formulation and resource allo- cation. 5. Flexibility in responding to student and institutional needs is enhanced within an administrative structure. In the administrative model, the content and assignments of the student affairs units are determined by the institution's purpose, philosophy, and organizational structure. The student services unit is viewed as one of many subdivisions, related to the organizational whole and institutional goals. The content of student services and programs is determined mainly by institutional considerations. Indeed, the skills and effectiveness of the student affairs leadership, 45 more than professional requirements, determine whether the unit has a limited or a comprehensive role in the institutional mission. The administrative model frequently reveals a variety of func- tions shared among units, with a wide diversity of professional specialists performing the several tasks required by the profession. Professional, technical, paraprofessional, student, and clerical work- ers are involved in the activities of the student affairs division. Because these pe0ple reflect a wide range of training and specializa- tion, staff development becomes a crucial element for the success of the model. Mobility within the structure depends more on the level of training and performance than on the kind of training. The administrative model is based on the premise that the "student services profession is an administrative, service-oriented unit in higher education that provides many facilitating and develop- mental activities and programs for students" (Ambler, 1980, p. 159). Understanding professional development as a process that should occur within the context of student affairs practice, staff-development programming can help in (a) retraining staff; (b) upgrading skills, abilities, and technologies; (c) designing new programs to meet student needs and demands; and (d) enabling staff to make productive contribu- tions in achieving institutional purposes. Regarding assessment and evaluation, a dynamic administrative model should provide for constant reassessment of student needs (Ambler, 1980). Evaluation should include both measures of activities and meas- ures of impact, which, when related to objectives and costs, will 46 describe the effectiveness and efficiency of student affairs programs (Harpel, 1976). The Multidimensional Model The basic assumptions underlying the multidimensional model were stated by Dutton and Rickard (1980) as follows: 1. Complex tasks cut across functional lines, and teams are organized based on the expertise of the individuals. The team members may report to a different manager, depending on the specificity or complexity of the assigned task. 2. The hierarchical structure, with its delegation of authority, assignment of tasks, and accountability, has clear defi- nition and delineation of work. 3. The assignment of work is decentralized and is based on the level of individual expertise. 4. Specific strategies and structures are created to facili- tate cross-functional activity, integration of efforts, and corrmuni- cation. Because the multidimensional model is characterized by both vertical and lateral linkages, it can facilitate staff coordination and integration of efforts at the institutional level. According to Dutton and Rickard (1980), the operational value of the model is that the student affairs unit can interact directly with other administra- tive units, academic departments, or student groups. To function well, the multidimensional model must involve careful planning, organization, communication, and implementation. 47 Specific mechanisms to facilitate effectiveness of the model include work groups, task forces, and advisory committees. Thus, the multi- dimensional model is characterized by (a) a basic hierarchical struc- ture with clear lines of authority and assignment of work and (b) a team organization that is used to cut across reporting lines and to bring individuals together according to their level of expertise. Given that in this model complex tasks intersect functional lines across the institution, the adoption of a program for improving staff capabilities is basic for the success of the model. In this view, staff-development programming can facilitate the integration of efforts and can improve communication. Assessment and evaluation are basic elements of the multi- dimensional model. Assessing environmental constraints should include "a description of the environment and those social, economic, political and legal constraints on the ways the needs of the target population can be met (Harpel, 1976, p. vii). Evaluation remains one of the most critical elements in the managerial process of the model because "out- come infOrmation is the only means by which corrective action can be taken or by which new planning can take place" (Harpel, 1976, p. xvi). The Student Development Model A rationale for the student development model is that it reflects theories of human growth and environmental influences as applied to student affairs practice (Miller et al., 1983). Because the higher education system is influenced by all the pe0ple, technolo- gies and tasks involved, the basic assumptions of the model are as follows: 48 1. Collaboration among student affairs members, faculty, and students is essential to the success of the student deve10pment program. 2. The institution's commitment to student development is directly proportional to the quantity and quality of collaborative links between student affairs staff and faculty members. 3. The efficiency of the student affairs staff increases in proportion to each member's ability to handle basic procedures for helping students develop and grow. 4. The success of a student development program depends on both the institution's formal organizational structure and the infor- mal arrangements that cross departmental lines (Miller & Prince, 1976). From the student development perspective, size and type of the institution have a decisive influence on the nature and scope of the student affairs practice. Regarding student affairs administration, the model reflects the structuring and managing of the goals of student development concepts. In the student development model, a major responsibility of student affairs administrators is to lead in the initiation and development of programs through which all educational forces in the university community are mobilized to contribute to student growth and development in a unified and coherent way. This model is unique because it assumes student development as a necessary part of the collegiate experience (Brown, 1980). Indeed, since the intentional development of college students is not the private domain of student 49 affairs practitioners (Miller & Prince, 1976), the model calls for active participation of all involved in the educational enterprise. According to this model, three broad areas of professional development are essential for the effective performance of student affairs workers: (a) the need to confront the basic issues of human existence, (b) the need for knowledge and skills required to influence total student deve10pment, and (c) the need to promote the integration of students' academic and personal development. Assessment for student development is the process through which students, groups, and organizations systematically acquire and use data from a variety of sources to describe, appraise, and modify their own development (Miller a Prince, 1976). In this view, the method of assessment will be selected according to (a) what is assessed, (b) the way the process is implemented, and (c) the role student affairs staff plays. In the student development model, evaluation refers to an examination by staff members of how well the goals and objectives of the planned programs relate to the participants' goals and objectives and how well these aims are being achieved (Miller & Prince, 1976). In this sense, "evaluation is essential if individual staff members and teachers are to successfully perform at higher levels of compe- tence in their deve10pmental work with college students" (p. 146). The student development model, then, is integrative in nature in that integration implies mutuality, equality, cooperation, and collaboration of the whole university community (Miller & Prince, 1976). 50 Summary Based on the authors reviewed, three major models have influ- enced student affairs administration in American institutions of higher education: (a) the administrative model, in which the basic assump— tions reflect both the historical roots of the profession and the current realities faced by higher education; (b) the multidimensional model, characterized by a basic hierarchical structure in which complex tasks cut across functional lines, and teams are organized on the basis of the expertise of the individuals; and (c) the student-development model, in which theories of human growth and environmental influences are applied to student affairs practice. PART TWO: THE BRAZILIAN LITERATURE The Brazilian Educational System The educational system in Brazil has its roots in the Portuguese colonial period, but the system has been influenced over the years by European and American structural models as well (Fidelis, 1982). At present, the structure of the Brazilian educational system provides for eight years of compulsory education beginning at the age of seven. This elementary education is followed by a three- or four- year course of secondary education. The Brazilian higher education system comprises three basic units: isolated (independent) establish- ments, federations, and universities. These postsecondary institutions can be private or public, the latter being founded by federal, state, or municipal governments. 51 Like all dynamic entities, Brazilian postsecondary education has been in transition since its origin. In other words, higher edu- cation in Brazil has been growing, changing, and developing since the first college was established in about 1808 (Fidelis, 1982). Accord- ing to Lanski (1977), the first university appeared irl 1920 "with the consolidation of the Polytechnic School of Rio de Janeiro, the Medical School of Rio de Janeiro, and the Law School of Rio de Janeiro by Decree no. 14343 of September 7, 1920, into one institution" (p. 8). From that time until the 1960s, the Brazilian university system did not change the existing organizational and administrative scheme, which was characterized by a conglomerate of schools joined and estab- lished, in most cases, in isolated buildings dispersed throughout the cities in which the schools were located. The University Reform (Law 5540/68) basically modified the structure of the universities. The traditional French model, with its marked tendency toward centralization, was replaced by a more flexible and decentralized system resembling the American model (Fidelis, 1982). As a result of the reorganization of the federal system of higher education, an innovative approach to organizational structure allowed the institutions of higher education (IES) to be established as autarchies or foundations. According to Montandon (1981), the new legislation established that "the universities and isolated colleges that are federal will be constituted autarchies o: foundations" (p. 3). 52 Foundations are institutions of private law. They are defined as juridical institutions of public enterprise, designed to perform the usual activities of public administration. Autarchies are defined as autonomous services "created by Law, with juridical personality, self-patrimony and budget in order to perform typical activities of public administration" (Montandon, 1981, p. 3). In Montandon's view, whereas the autarchies are always depend- ent on federal resources to develop their programs, the foundations, with more flexibility to search outside of the federal system for additional funds, are able to "find more opportunities to develOp and introduce ambitious objectives into their programs" (p. 6). Therefore, according to Montandon, the basic differences between autarchies and foundations are related to (a) acquisition and use of funds, (b) hiring of academic personnel, (c) establishment of personnel salaries, (d) flexibility of administrative functions, (e) planning and control, and (f) the accounting system. New concepts in university administration emerged from the University Reform Law, such as departmental structure, basic and professional studies, academic credits, and student participation in higher education administration (Fidelis, 1982). Fidelis observed, however, that the innovations did not occur throughout the entire university structure, as was anticipated by the Reform Law. For instance, although universities are legally autonomous in adminis- trative and academic areas, 53 Their dependence on the federal government is so powerful that university administrators cannot decide on the design of pro- fessional curricula, the career structure of faculty and staff, their own budgets, or even the process of selecting top univer- sity administrators. (p. 13) Brazilian higher education is currently facing a number of problems in its attempts to consolidate various aspects of the reform. Among these problems, two merit attention because of their effect on student affairs practice: the difficulty faced by institutions because of the growing demand for higher education and the overall system of administration. The problems identified by a number of authors (Fidelis, 1982; Lanski, 1977; Montandon, 1981) have also been discussed in seminars, workshops, and congresses. In fact, as Garcia (1979) related, during the International Seminar of Higher Education Administration held at the Federal University of Santa Catarina in 1971, "the participants met together to debate problems related to the administration of uni- versities and related to services to the students" (p. 50). Among the motions approved by the participants, two recommendations relate directly to student affairs practice: (a) improvements in the admin- istration and registration process and (b) an orientation program that accompanies and supports students through their university years. Summary In this section the writer presented a brief view of the Brazilian educational system, with emphasis on postsecondary education. The effects of the University Reform Law on the structure of federal 54 universities were discussed. Among the changes promoted by the reform, the establishment of the federal universities as IES-autarchies or IES-foundations was stressed. Basic differences between autarchies and foundations such as related to acquisition and use of funds, and flexibility of administrative functions, were emphasized because of their relationship with student affairs administration. Student Affairs in Brazilian Higher Education One commonly accepted standard for determining whether an activity can be defined as a profession is the existence of a body of literature in which its practice and research are grounded. However, an analysis of student affairs work in Brazilian postsecondary insti- tutions revealed that despite the paucity of literature and theories to support the work, student affairs practice stands as a field related to student assistance. Moreover, regardless of its being viewed as a profession or not, student affairs practice is not a new activity in Brazilian higher education. In some form, student affairs activities have always constituted a part of postsecondary education. Indeed, given the volume of legislation regarding the activi- ties in the field, one can say that student welfare has been a con- tinuing preoccupation of Brazilian authorities. Since the 19405, a great deal of legislation has been concerned with student assistance: The Brazilian Constitution of 1946, Article 172, and the Amendment of 1969, Article 177, Paragraph 2, gave legal support for student assist- ance in postsecondary education, as well as in elementary and secondary education. Afterwards, Law 4024 of December 20, 1961 (Article 90) 55 prescribed that the assistance to be given to college students should encompass guidance, social, medical, and dental services (Souza, 1981). Despite the comprehensive view of student assistance expressed in the legislation, it appears that most of the activities developed in the field have been associated primarily with financial aid. When analyzing current student affairs practices in Brazilian higher educa- tion, Souza (1981) advocated that the concept of need should be asso- ciated not only with financial concerns but with physical, social, recreational, and spiritual needs as well. The author conceded, however, that in recent years assistance has emphasized the financial aspects of student assistance, more than other equally important needs. Along with the legislation regarding student assistance, an action that merits attention is the effort by Brazilian authorities to provide the field with a sector responsible for regulating student assistance practice in institutions of higher education. For instance, at the ministerial level, the Department of Student Assistance (DAE), an office specifically designed to coordinate national student assist- ance policies, was established in 1973. The department, primarily conceived to be a central organ for coordinating a national system of student assistance, became in fact an organ more involved in executing some activities than planning and coordinating college student assistance at the national level. (Souza, 1981, p. 44) For this reason, according to Souza, and with the adoption of a new structure for the Ministry of Education and Culture, the Department of Student Assistance was discontinued. That department was replaced by 56 a new sector named Coordination of Student Assistance (CAE), which is currently linked to the Department of Higher Education (SESu). Such an administrative bond is intended "to integrate the activities car- ried out by the coordination with other programs which are also attached to thisdepartment"(Souza, 1981, p. 45). Although during the past three decades college student assist- ' ance emphasized primarily financial subsidies to students, it appears that the meaning of assistance has expanded to include all work Oppor- tunities through which the government financially assists college students. Parallel to the development of services and programs in the field of student assistance has been a growing awareness among federal authorities, university administrators, and student affairs practitioners that student assistance not only provides financial aid but also represents a valuable learning experience for college students. Forms of Student Assistance Souza (1981) described the basic form of assistance for college students as encompassing guidance, internship, and cooperative educa- tion. The author introduced the notion of "alternative forms for assisting needy students" as being (a) loans; (b) scholarships; (c) work-study; (d) transportation, housing, and food; and (e) coopera- tives for selling textbooks and other materials. Some of these forms of assistance have been described in a variety of printed materials such as folders, booklets, pamphlets, and bulletins, or have been discussed in papers presented at professional meetings, seminars, and conferences. 57 In 1971, during the International Seminar of Higher Education Administration, Orofino presented a paper describing the activities developed in the field of student assistance and guidance at the Federal University of Santa Catarina. The paper, a comprehensive document about student services and programs offered to the student population, encompassed a number of subjects. The following merit attention because of their relationship to the present study: (a) activities developed by the Division of Student Affairs, (b) organi- zational structure of the division, and (c) services and programs offered to students. Among the activities developed by the division, Orofino described the following: socioeconomic records, medical assistance, work-study programs, vocational guidance, foreign-student assistance, and student activities. Also, in the area of student assistance, Alvares and Aragéo (1978) described the activities carried out by the originally titled Educational Counseling Center at the Federal University of Paraiba. According to their document, the center fulfilled its mission by (a) assisting students in the fields of vocational studies and personal adjustment and (5) involving faculty members in the activities developed by the center. The paper was addressed to the Fifth Brazilian National Congress of Guidance Workers held at Curitiba, Parana, in July 1978. Reports about housing and work-study programs at the Federal University of Pernambuco were also presented during the First Regional Meeting of the Office of Student Assistance, held in Recife, Pernambuco, in 1979. Regarding work-study programs, Albuquerque and Gouveia (1979) viewed such programs as entailing both social 58 involvement and a financial complement for needy students. They stated the rationale for these programs as follows: This [financial aid], in itself, is a significant factor in a developing area plagued with low family income. During the time a student is in the learning process, he/she will not create a sense of free services, will realize that it is through employment activities that he/she can earn, will develop a sense of responsibility, will sense that "the system" can pro- vide relative economic independence; all of which are necessary in the development of self-confidence in a young adult. (p. 22) Regarding student housing, Dias (1979) pointed out that "the primary objective of this assistance is to lead the residents into a participating capacity in the administration of these resident areas" (p. 38). According to the author, it is expected that "students will develop a greater sense of socio-cultural responsibilities and, at the same time, to expand and cultivate their integration into the university community" (p. 38). The pros and cons of the educational value of student assist- ance as it relates to financial aid and work-study programs have long been debated. The viewpoint that ascribes educational value to work-study programs as a major form of financial aid has attracted increasing attention from higher education administrators and edu- cators as well. According to Souza (1981), a number of postsecondary institutions have deliberately pursued and even extended their work- study programs in order to (a) furnish financial support to students and (b) provide work-learning experiences for students. On the other hand, those who oppose work-study as a form of student financial assistance say that when activity takes the form of off-campus employ— ment it might offer little learning opportunity for students because 59 employers generally are more concerned with finding a good employee than in aiding a student. Summary. It is evident from this review that the Brazilian literature is particularly weak in regard to the philosophical and theoretical content that provides direction and support for student affairs practice in higher education. Philosophical and theoreti- cal literature is important in the sense that it can help to define the purposes, objectives, and functions of student affairs workers. Indeed, such literature could contribute substantially to the pro- fessionalization of student affairs, as a result of which the field could be characterized and evaluated and its development anticipated. Research on Student Affairs The paucity of research directly related to student affairs practice is a critical issue for the development of the field in Brazilian institutions of higher education. A search of library holdings, ERIC dissertation abstracts, and Brazilian professional publications revealed that no one author has conducted a comprehen- sive study of administration of student affairs in Brazilian higher education. The literature review was valuable, however, in provid- ing background material on some specific student affairs activities. Two major studies considered in this section are doctoral dissertations about the Federal University of Vicosa (Garcia, 1979) and the Federal University of Piaui (Oliveira, 1979). The studies carried out by Rabello (1971, 1974) and Rabello, Peixoto, and Coutinho (1972) are also included in this section because they investigated 60 students' perceptions of their needs and the priority students placed on services and programs in the field of student affairs. The last study presented in this section is one carried out by the staff of Socioeconomic Records Services at the Federal Univer- sity of Bahia in 1980. The study was concerned with student assist- ance policies at federal universities located in northeastern Brazil. Garcia (1979) used a needs-assessment approach to identify selected student services needs at the Federal University of Vicosa, Minas Gerais, Brazil. The rationale for the study was that since the University is develOping very rapidly, the area of student affairs needs to expand its services to address new demands and to improve existing services. The population of the study comprised 250 students chosen from the registrar's office files, according to students' enrollment classification as freshman, sophomore, junior, senior, and graduate. The services listed on the questionnaire were: admission, advising, counseling, financial aid, food services, health services, housing, job placement, orientation for new students, registration, student activities, and student union. When students ranked the services according to a scale of priorities, the results showed that: (a) advising, counseling, and job placement were placed at the top of the list of priorities; (b) health services were placed close to the tap of the scale of priorities; (c) food services and student activities were placed in the middle of the scale of priorities; (d) student union was placed near the lower position; (e) orientation for new students, registration, 61 and admissions were placed in the lower position on the scale; and (f) housing and financial aid had a distribution spread throughout the scale of priorities. Discussing the fact that the majority of the students sur- veyed were aware of admission, advising, financial aid, food, health services, housing, registration, student activities, and student union but were not aware of counseling, job placement, and orienta- tion for new students, Garcia suggested: This awareness of some of the services by the students may be understood in that these services are provided on campus in such a way that either the students knew about them or had used them; while the majority of the students who were not aware of counseling, job placement, and orientation for new students might be an indication that either the services were not pro- vided on campus or students did not know about them. (p. 91) Based on the study's findings, Garcia recommended the creation of (a) counseling services, (b) an orientation program to assist freshmen, and (c) job-placement services. She further stressed the need to improve existing services. As previously mentioned, Oliveira presented in 1979 the results of a study developed at Terezina, Piaui, in northeastern Brazil. The investigator, a professor at the Federal University of Piaui, intended through her research to collect the necessary infor- mation to propose the implementation of guidance services at the higher education level. The study population comprised administrators, faculty, counselors, students, former students, parents, and community representatives. Oliveira stressed some critical issues related to student affairs practice. Regarding teamwork, she pointed out that program 62 deve10pment and dissemination of guidance services in cooperation with the vice-president for extension can be more effective than if carried out only by the student affairs division. "These procedures will avoid duplication of some programs and facilitate the outreach program activities to the community at large" (p. 129). Oliveira concluded that guidance services were needed and proposed a model for implementing the guidance services and programs for the Federal University of Piaui. She also suggested a need for (a) develOping a program of research and evaluation in the field of student assistance; (b) attending to consultation with students, faculty, and community agencies; and (c) keeping the guidance/ counseling programs in an open-system mode to provide for effective student evaluation and reactions. Oliveira specifically directed the following remark to student affairs practitioners: "It is also advis- able that all staff members must nurture an open-minded attitude toward new ideas for professional development and personal growth" (p. 129). According to Garcia (1979), a number of studies have been carried out at different Brazilian colleges and universities in an attempt to understand college students. Garcia examined two major studies: an investigation reported by Rabello in 1971 and the study conducted by Rabello, Peixoto, and Coutinho (1972), which involved about 2,300 students in northeastern Brazil. In 1971, Rabello reported the results of a survey intended to characterize college students at the State University of Campinas (UNICAMP). One of the topics investigated was related to work-study. 63 The author found that 58.7 percent of the students surveyed needed to work during their college years, 19.6 percent of the students worked to gain independence, and 16.7 percent worked to gain experience. Rabello further mentioned that 11.3 percent of the males and 8.7 percent of the females had concerns about finances and uncertain pro- fessional futures. When the participants were asked to list, in order of priority, the services they felt were needed at UNICAMP, the most frequently mentioned was medical-social service. A cooperative for selling textbooks and other materials was second in importance. In third place was the establishment of a financial-aid program. Finally, in fourth place, students indicated a desire for the improvement of rec- reational activities. Rabello, Peixoto, and Coutinho (1972) conducted a study with freshmen enrolled at seven universities located in Fortaleza, Recife, and Salvador in northeastern Brazil. Finding suitable housing was the major problem faced by these students. Because the universities surveyed did not have dormitories available for all the students who needed that kind of facility, up to 24 percent of the respondents declared that they were living alone in rooms or apartments. Souza (1981) prepared a document for the Ministry of Education and Culture about assistance for needy students, which emphasized the research Rabello (1974) conducted in the field of student assistance. Rabello's study, involving 18 universities throughout Brazil, inves- tigated attitudes of college students toward a number of issues, including financial problems. Based on the information collected, 64 the author reported that the majority of respondents perceived the practice of financial subsidy to students as a traditional form of paternalism that no longer fit the Brazilian reality. The rationale for such a position was that even though financial subsidy solved the immediate problem, it did not contribute, in an educational sense, to the development of the personality and character of the student who ‘ should benefit from such assistance. Regarding loans as a form of financial aid, the respondents considered them a good solution to the financial problems of needy students. According to the respondents who favored that approach, since the money must be reimbursed, the program has a positive effect because it encourages students to assume responsibility for their studies. The final study to be considered in this section was a survey conducted during a regional meeting about student assistance policy held at the Federal University of Bahia in September 1980. The survey involved six federal universities located in northeastern Brazil; respondents were the persons responsible for student assistance in the following institutions: the Federal Universities of Alagoas, Ceara, Paraiba, Pernambuco, Rio Grande do Norte, and Sergipe. The questionnaire, an open-ended instrument, identified six major dimensions of the student affairs practice regarding (a) char- acterization of professional staff, (b) activities developed by the unit, (c) services offered to students, (d) unit planning, (e) joint unit efforts, and (f) population served. An analysis of these categories revealed that the staff members of the student affairs divisions surveyed represented various 65 professional fields, with a strong predominance of social workers. The activities developed by the student affairs practitioners were principally related to the following services and programs: housing, food services, work-study programs, and health services. Regarding unit planning, although some respondents indicated a trend toward developing planning with other sectors of the student affairs divisions, the most common pattern was isolated planning. Indeed, among the six respondents, two reported that their institu- tions' student services units acted conjointly "when it is possible." Two respondents indicated that the student services units at their universities worked cooperatively with other services and programs at the institutional level, and the remaining two respondents said that their student assistance units did not adopt such a procedure. Finally, the respondents indicated that the p0pulation served by the student assistance services and programs was primarily financially needy students. Summar In spite ov\pacovuouavu N.N N i i i - N - i - i so» o=_uN>oLN N.N N - - - _ - - N - N Ne_e.se N.N N _ N - _ N _ - - N Ne_uN.NN< A._ . z. Nee.uuesc Na.c.u N N - - - _ - - N _ _ 9:823 o.m e i i i N i - N i _ mcvgouNNooz N.N .P - p - - - - N N - Ne___eeueeu AN, . zv Nee.uamme .eeueeu N.— N i i i i i i N i . u:_suacmosm m._ N i i i p i i - _ . o=NNN=uaco a; N - - - - - - - - N 383.... 3322.8 o.N . - _ - - N _ N - - Ne_u.=_.su N.. N - - - N - _ - N - Nouesemec Ne.».uo__< _.N N _ - - F _ N N N _ N=_ee._a N.N __ _ - - N N - N N N u=_»=uoxm NL__ N. - N p _ N _ N N _ N¢.N.scoaam N.N_ NN - N N . N N - N N Ne.».e_eeoeu ANN . 2v Nee.»ue=e espueeum.emamm GANG. ._v INN AN. ANS ANS AN. A°_v Ao_v .__V m. u. xx. N. mm m w w. mu m. acousma pouch. m «.01 ”M. D a... W m... D. W W e um mm a mm m m w a s m. u: n mu 6 N... u U a O U I; U S U 5 mo moNLomouou A.~Il.lu. "h I“.- Hl'.l."fl|*“ n I l.11M 41.”... .I.l NNN_== .I TI NIU:II~.W all-.1!» .. i . tiliM.n .Aow n zv mcoNowqu .Nu_c: oucmumwmmo aconsum No m:o_uu::N--.N upon» 126 this category were planning, coordinating, and supervising programs (10); evaluating the unit's activities (5); delineating unit pol icy (5); writing reports about the unit's activities (4); allocating financial resources for the unit (3); providing conditions to offer quality services (2); devel- Oping agreement with community agencies (2); articulating programs with community agencies (2); providing for integration between the unit and other services and programs of the university (2); and articulating programs at the institutional level (2). 2. Responsibilities regarding students received ten indica- tions (15.1%) and consisted basically in assisting students. 3. Responsibilities related to professional preparation were reported six times (9.1%) and consisted of knowledge about legislation pertinent to the units' activities (4) and knowledge about the univer- sity's structure and functioning (2). 4. Responsibilities regarding human relations were reported five times (7.6%) and consisted basically in stimulating and facili- tating a positive climate among staff members and/or students. 5. Control responsibilities received five nominations (7.6%) regarding basically the use of facilities by students. 6. Staff responsibilities received three indications (4.5%) and called for facilitating relationships among staff members (2) and providing for staff professional development (1). Qualifications. The question asked directors to list three major professional requirements for the position. Of the 63 unit directors included in the study, 47 provided answers; 16 failed to respond to the question. In addition, many respondents indicated 127 only ppg_major requirement. Of the 47 directors who indicated profes- sional requirements, 17 mentioned requirements specifically directed to academic preparation, such as a law course, a medical course, or a psychology course. Thus, the analysis of the information was based on the remaining 30 responses--that is, the responses that indi- cated requirements other than academic courses. 1. Personal characteristics--Seventeen personal characteris- tics were listed, representing 56.7% of the total number of responses. The following personal characteristics were cited: human relations (5), ability to communicate with others (3), leadership (3), personal willingness (2), sensibility to social problems (2), and honesty (2). 2. Knowledge of the educational setting--Nine knowledge qualifications were cited, representing 30.0% of the total responses: knowledge about the educational (3) and cultural (l) processes, competence in institutional policy (3), and comprehension of legisla- tion related to students (2). 1 3. Administrative requirements--Four administrative require- ments were listed, representing 13.3% of the total number of responses. They were practice in public administration (2), competence in admin- istration (l), and ability to administer programs with less-than- adequate resources (1). This section presented the information collected from the unit directors in regard to their general functions, specific respon- sibilities, and qualifications. It was apparent that administrative functions and duties were the primary concern of the majority of directors surveyed. For instance, of the 66 responsibilities listed, 128 37 (56.0%) were related to administration. When this finding was analyzed in relation to the results obtained with regard to general functions (Table 7), a clear trend toward an administrative approach to student affairs practice was apparent. However, in spite of the high percentage of responses focus- ing on administrative functions and responsibilities, the directors surveyed also indicated their concern with the student population. Responsibilities primarily associated with students received ten responses, representing 15.1% of the total number of responses pro- vided by the directors. Caring and educational/developmental functions together represented 19.8% of the functions reported. Based on these results, it is evident that the student affairs practitioners surveyed devoted more time to administrative functions than to performing activities for students. From the perspective of the administrative model, this finding is significant because student affairs in the Brazilian universities studied was designed primarily to perform institutional requirements. The fact that student affairs workers also were involved in educational/developmental functions endorsed Ambler's (1980) assumption that administrative procedures and educational/developmenta1 functions are not dichotomous. In regard to the question about professional requirements, the responses were directed toward personal characteristics, instead of focusing primarily on administrative demands. In this sense, per- sonal characteristics seemed critical for the 30 unit directors who responded to the question because 56.7% of their answers were asso- ciated with such personal characteristics as ability to communicate, 129 leadership, and personal willingness. Conversely, only 13.3% of the responses pertained to qualifications in administrative areas. This result was surprising when one considers the high percentage of functions and responsibilities primarily related to administration. One possible explanation for this result might be the lack of a defined professional pattern for the majority of activities performed by the directors of the student assistance units investigated. Staffing Staff development. Of the 63 directors included in the study, 42 provided answers about staff-deve10pment efforts developed by their units. As the format of the question allowed multiple answers, the 42 participating directors provided a total of 65 responses, which are displayed in Table 8. Responses to the question indicated that student affairs work- ers were involved in a number of staff-development activities. In- service training was the most usual practice; it received 46.1% of the responses. The second most usual practice reported was attending pro- fessional seminars (24.6%); in third place was participation in internal workshops (23.1%). Four directors also mentioned that staff members par- ticipated in study groups (6.1%) as a form of professional development. The high number of responses (65) reporting unit members' engagement in various staff-development activities can be viewed as an indication that these workers were in accord with the position advocated by Stamatakos and Oliaro (l977)—-that student affairs prac- titioners who engage in staff-development activities will be better 130 .meouumgwu mcwpmawumucma Ne on» Logo umuuoppou mmmcoqmmc me no ummmmu .Nawcs m:_ucoammn .umnzpucw no: Apv comumugonmcmgpm i- ON . N N N i m m e m e Nave: mcwucoamccoz _.o e N i i i i P N i i N masocm xczum cw mcwpmaquuema . maozmxgoz P mN m— N i i N N N N i N e Necemucw :N mcwpmawumucma o.¢N op _ F i F m P N _ N m Nemcwsmm Pacowmmmmocn mcvucm9p< _.Ne ON _ - N P N N N N N N meteweep mewseem-eH e33 E E E E E E 3 3 E E mal... n... HUS Nu 33 H H 11. UVIJ «J nu. m mm. m um. m N m mm. m J3 .L. l..p J 3N4. S .I. p p. U upcmoemm P38 aw w Mme % wm .u.. ..u.. w a 858.5 5:... 3 1.1. 1. L.D~ 6 l. l... 0 p. L. I: Cl 9 IL. u .. N m u .. N mp a: mo Newcommumu IIII I-.- II: zv meowuumsa acmEgo~m>mvimwmpmii.w open» 131 able to define and implement their role, as well as to meet the chal- lenges of their job in an assertive, productive fashion. The impor- tance of this finding should be stressed, mainly because student affairs practice in Brazilian higher education institutions is cur- rently facing a period of transition. Staff evaluation. Of the 63 directors surveyed, 57 reported about staff-evaluation practices in their institutions. Because the format of the question allowed more than one choice, the investigator was unable to distinguish the units that conducted only annual evalua- tions from other units that combined annual evaluation with monthly evaluation, or that performed evaluation "when needed." Table 9 dis- plays the responses of participating directors to this question. Responses to the question indicated that semi-annual evalua- tion was the most widely used practice, representing 24 (37.5%) of the 64 total responses. Annual evaluation received 18 (28.1%) responses, and monthly evaluation received 15 (23.4%). Quarterly evaluation was reported by only two directors (3.1%). Three other practices were also reported: evaluation after the end of each program (three responses--4.7%), evaluation during the development of the project (one response--l.6%), and evaluation when needed (one response--l.6%). Some authors reviewed in Chapter II described staff evaluation as part of the administrative process (Laudicinia & Laudicinia, 1972) or as a function of student affairs practice that can help staff mem- bers improve their performance (Winston et al., 1983). In regard to the responses to this question, the practice of performing semi-annual and annual evaluations, which was reported by the majority of directors, 132 .mcouomcmv mcwumawuwugma um Eogw cmpomppoo mmmcoammg co co ummmmo .muwca acmugoammn .uwcspucw Ho: Apv copumpgoamcmghm 11 m 1 F 1 1 1 1 N 1 P P muwcz mcwugoamgcoz o.~ P 1 1 1 1 1 1 — 1 1 1 cocoa: cos: . powwoga mgu o P P 1 1 1 1 p 1 1 1 1 1 do ucmsgopm>ou asp mcwcso _.m N 1 1 1 1 1 P 1 1 F 1 apgmusmzo N.< m 1 1 1 N F 1 1 1 1 1 Emcmoga comm mo ccm on» »< «.mN mp 1 1 1 F m N P m F q xpgucoz SN 2 1 _ P _ - N a P m m 32.52 9% a _ - F - P e F o e o 3:25-28 9:3 3 E E E E E E 8: E 8: 33 ml. HVS Nu 33 H H .13 V11. 3 0 X n 3 1. 3 X n 0 3 O .L.l. 0 n 1. J 1..” 3 .41. n D. 0 pU nu Id 8 IL. I..p J an]? S IL p p. u S U p A a a un I. 1. U S pcmucma :53 a m... M. “W R Nu m H w. W coEmEmS “—0 35:3,»... U, 0 P I... I... OIL P 1.. u II. a O u II. u S U 6 mmpwc: we mmwcommumu 11' 1 II I..I ‘1 .t!-ll (1' 1"- (1,111.1..1 II I 1 I 11!. l|.l'lllllt|ll‘ .10-.)4‘1!’|1'.I.I '1’.l1"-1|‘( :lti--ll'il|l|¢‘l- .‘ zv umcz mcwmmmm pcmusum mzu >2 cowum=~m>m mwmum mo muwuumgm11.m mpamh 133 can be associated with evaluation as a requirement of the administra- tive process. One might also argue that the emphasis on semi-annual and annual evaluation is associated with the structure of Brazilian higher education, in which the academic year is divided into two major periods. Administering Student Assistance Units Six questions were designed to investigate new administrative approaches, unit planning and evaluation, inter- and intraunit col- laboration, and students' involvement in the unit's activities. New administrative approaches. When the 63 unit directors were asked if the adoption of new administrative approaches would con- tribute to greater achievement of their units, 14 directors failed to answer the question and 7 provided negative answers. 0f the 42 directors who answered positively, 12 did not indicate what approaches might be adopted by their units. Thus, the analysis of the information was based on the responses of 30 directors who provided complete answers. The approaches cited were primarily associated with adminis- tration, students, staff, control, and financial support. 1. Administration--The 15 indications of approaches focused on administration represented 50.0% of the total responses collected and were allocated as follows: increasing autonomy (6), bringing about administrative reform (2), increasing the unit's participation in decision making at the divisional level (2), developing cooperative 134 administration (2), increasing flexibility/diminishing bureaucracy (2), and developing a system of supervision within the unit (1). 2. Students--Approaches emphasizing the units' activities with students received nine indications (30.0%) and consisted in involving students in the units' activities (4), developing a guide- book on student duties and rights (2), encouraging student self- governance (2), and defining the academic profile of the student population (1). 3. Staff--Approaches directed to staff received three mentions (10.0%) and were concerned with involving all staff members in the unit's activities. 4. Control-—Approaches concerned with control received two indications (6.7%) and consisted in establishing new rules and regula- tions for housing units. 5. Financial support-~0ne approach regarding this topic (3.3%) proposed the development of efforts to make the food service financially self-supporting. The findings on the question regarding new administrative approaches can be discussed from two different perspectives. First, the high percentage of nonresponses (22.2%) and negative answers (11.1%), which together represented 33.3% of the totalpmrticipants,nmst be con- sidered. That result may not reflect a lack of interest in plan- ning for the future or that the directors surveyed opposed changes in administering their units. The lack of or negative responses may be understood as a result of federal budget reductions or cuts for student assistance programs or as an effect associated with 135 the negative climate existing during the strike, which involved employees and professors at the federal universities. Second, the results of the question can be analyzed in relation to the high per- centage of responses (50.0%) associated with administrative matters. In this case, the approaches to be adopted--most of them adminis- tratively oriented--will support and reinforce the administrative pattern identified in the majority of units surveyed. Unit planning. The nature of the planning adopted by the units was reported by 58 of the 63 directors included in this study. Because the format of the question allowed multiple answers, it was impossible to distinguish the units that used a particular type of planning from others who combined exclusive planning with other prac- tices, such as integrated planning with other services and programs of the institution. Table 10 displays the 86 responses gathered from the 58 directors surveyed. The directors indicated that particular planning was adopted most often (44.2%), followed by integrated planning with other units within the division (24.4%). In third place was planning integrated with other services and programs of the institution (17.4%). The type of planning that received the fewest indications (13.9%) was planning in collaboration with student representatives. Analysis of the responses regarding student participation (shown in Table 10) revealed that although eight categories of units reported the participation of student representatives in unit planning, none of these units indicated substantial student participation: the frequency of responses indicating student participation ranged from 136 .mcouomgwu mcwumawompema mm seem umuomFPou mmmcoamwg om co commmo .mumca mcwugoawmn .vmus—ocw uo: APV cowpmugoamcmghm 11 e 1 P 1 1 1 1 1 1 N P mums: mcwugoamccoz . mm>wampcmmmgamg “can :o_u=uwpmcm e.NP mp _ - F 1 N N P N P a an» ac msmemoca use mauw> 1gmm stpo sum: umpmgmwch . cowmw>wc on» cwguvz . xpco awn: mucwpmwmmm .83 E E E 3 E E 3 8: a S m3 o N... a as m m we N... m. nu. m 1m. x wm. n e p.u. o n 28ch p33 mm. m... MW a Wm. m. H w o. w mFEcmE we on? U as L. .L.U 9 SJ U U1 3 3 SI: 3 1.1.. 1.. 1:9 6 .L. L O D. L. L. OIL p. L. U I. a O U .L u S U 6 .y.(llll'.1il!. {l‘i‘ II..-1I..I..I|1‘..I.|(I:III '11 11 II. 11.1. muwcs mo mowgommumu «1"! (2.1.1.! 11.-III '1 I. .I 11.1.1.1! IIII1.I. v IIliI II: -II'|II '1: .Amm u zv mcwccmpn “Tc: mo meg» 11.op wpnmp 137 three (housing) to one (counseling, food, financial aid, student activities, and extension courses and programs). The cultural exten- sion and recreation units had two responses each. Given the lack of participation of student representatives in unit planning, it can be concluded that student involvement was not a common practice in administering the student assistance units sur- veyed. Yet a number of writers have asserted that those who are affected by a program, service, or activity should be involved in decision making (Brown, 1980; Miller a Prince, 1976). Unit evaluation. Fifty-eight of the 63 directors included in the study responded to the question about unit evaluation. They pro- vided a total of 67 indications about evaluation practices in their units. Table 11 displays the allocation of the responses given by the participating directors. The format of the question did not allow units that adopted only particular evaluation to be distinguished from others than com- bined particular and collaborative evaluation--with students, for A instance. As shown in Table 11, the most usual practice reported was particular evaluation (61.2%). Evaluation integrated with other units within the division was reported in 22.4% of the cases, and evaluation that was collaborative with students received 10.4% of the responses. Finally, only 5.9% of the responses concerned evaluation integrated with other services and programs of the institution. It is commonly assumed that evaluation should be an integral part of student affairs practice. It is also accepted that evaluation should be a collaborative effort, involving all individuals who are 138 .mcouumcwu mcwuoawuwusma mm soc» cmuuoppou mmmcoammg so no ummumu .mumcz mcwugoammn .uwuzpucw no: APV cowumugoamcmghm 11 v 1 F p 1 1 1 1 1 F p mupcs mcmagoamgcoz . :owpauwumcm mg» m.m e P 1 1 1 1 P 1 1 N 1 we msmsmoga new mmom> 1me cacao suvz umumgmmuca . 1 1 1 mm>wumucmmwgamg a op N _ 1 1 P F N N Names». 53.: m>.paaon._Pou . 1 1 cowmw>wu msu cwnuwz q NN mp P p P N m m N N mgwcs cmsuo gum: cwumgmmpca apco awe: mucmumwmmm N.Pm Fe P 1 N m m w o o m m ucmcaam mzu op empauwucom gammy AFN APV ANV Amy Amy Amy Amv Aopv Amv Aopv 33 P. VS md 33 H H 1.3 V1,... 3 0 X n 3 1. 3 X n O a O .L.l. 0 n .4 J in D 1.1... n P. O pu n J a L. L.p J a 11 S L p D. u mmw m” mhw m mum m. m” w ”a uncouth. P381 5 m. m u... m... Mm... 6 m. H :ofimimi .8 8.5%.»; u 1. N .u. u 1.. m mmuwcz to mmwgommumu I I 1lil.Inl| ".I I ) I "lll’.|-l-l1 III II .Amm 1 zv mucouaca cowaaapm>o u.==-1... app.» 139 affected by the student affairs practice (Miller & Prince, 1976). However, because the responses given by the majority of directors emphasized particular evaluation, one might suggest that this finding is contrary to Robinson's (1977) view that evaluation is a collabora- tive effort of student affairs practitioners. Interunit collaboration. This question asked the directors to indicate if they engaged in collaborative efforts and if such collaboration was permanent or occasional. 0f the 63 directors included in this study, 29 (46.0%) responded to this question. Table 12 displays the responses. Analysis of the information revealed that eight categories of units engaged in interunit collaboration efforts: housing, counseling, financial aid, food, student activities, health, cultural extension, and juridical assistance. Collaboration with social services was indicated most often, with 23 (52.3%) responses. The directors reported that interunit collaboration was required by the unit itself (40.9%), by the division (31.8%), and by the institution (27.3%). The collaborative efforts practiced by the eight reporting units were undertaken on a permanent basis in 72.7% of the cases and occasionally in 27.3% of the situations. Although one educational guidance service was included in this study (under the category of counseling services), that unit did not indicate collaboration with other units. This finding can be explained by the fact that since the educational guidance services surveyed were not administratively linked to the division of student 140 .mgouumcwv mcmumawuwugma mN soc» cmuump—ou mmmcogmmg cc :o cummmn .AFV mu=NNNNNN< PNU_NNLNN .ANV cowmcauxm NNL=N_=U .ANV gupaa: .ANV mawp.>_auq Nemuaum .Amv coon .Amv vw< pmwucmcwu .Amv mcwpomczou .on mcwmao: Haws: mo mmmgommumu mcwugoammm o.oop N.NN N.NN o.oop N.NN N.PN m.oe ucmugma cc N— NN ea NP NP Np papa» N.N _ p 1 N.N N P 1 1 cowpoocomm m.e N 1 N m.e N P 1 F mc_m:o: N.N N _ N N.N N 1 N 1 mamtmoca NNNNN>NNUN acmuaum N.o N 1 N N.m N N N 1 mamgmoga vcm mmmgaou commcmpxu N.o N 1 N m.o N 1 1 N mmum>gmm coon P.m e N N p.m q 1 p N gupmmz e._~ N N e e.pp m N F N uwm pwwucmcmm N.Nm NN N N— N.Nm NN N N m mmuw>gmm pmwuom m. m. Mm “w “w mu m. mm m” N m. m m N m. ”n m. “H q m. w. o. m. u mangoes; 28 33>ch U cHMuMMMMMHhMQ an umcwacmm comamgonmppou w.AmN u 2V zomumgonmppou uwcagmuca11.Np mpnmh 141 affairs, the question may not have been perceived as applicable to these services. The relatively low percentage of responses (46.0%) from the unit directors included in the study might suggest that the student assistance units surveyed were unaware of what their counterparts in the same division were doing. If this is the case, the potential for duplication of efforts is high, as is the possibility of conflict over functions and activities. In this sense, if student affairs units are to be maximally effective, they should be coordinated with each other (Canon, 1976). Intraunit collaboration. This question investigated the units' collaborative efforts at the institutional level. 0f the 63 units surveyed, responses were given by 27 (42.8%) directors. Table 13 displays the information regarding intraunit collabora- tion. The 27 directors who responded to the question provided 45 responses regarding 19 offices, services, and programs of the insti- tutions studied. Analysis of the information revealed that a common pattern of intraunit collaboration did not exist among the eight categories of units studied. However, among the 19 offices listed, the three sectors cited most often were coordination of courses, accounting and financial office, and special projects, with five indi- cations (ll.l%) each. The directors also reported that intraunit collaboration was required by the unit itself (44.4%), by the division (31.1%), and by the institution (24.4%). 142 e.e N 1 N e.e N 1 N 1 mowwwo cowumgummcwscm ~mgmcmw 4.4 N N 1 ¢.N N _ - P msmtaoca NNN meucacwa e.e N p p ¢.e N P 1 N mwuN>ng supmw: ¢.¢ N _ F e.¢ N P 1 F ANwwzuv new; pcmEugmaoo N.o N N 1 N.o N 1 1 N :owmcwuxm —mgau~:u N.N N N p N.N N 1 F N mmuw>gmm meoom N.N N N 1 N.N N — 1 N mommmo m.gmgumwmmm N.N e N N N.N a 1 N N UN=NNU ego _Nuwamoz P._P m N N ~.FP m N N 1 maownoca meumnm o.__ m N N _.F_ m N N P mowmmo Pawucmcwm new mcwucsouu< ~.pp m N N _.N_ m N N P mmmcaou No :oNpmcmugoou d l 0 d d l I G n 3 0 3 a 3 0 U L. U m m... m m u. m1 .1... m. n. a L s D. 3 IL L. S U I: U U 1+ 1.... 1.. 0 3 1.1 n 0 4 w m. 4 .11... u 2.9.3.5 new .3323 £8.53 L O U copumgonmppou No comumgao Na umgwscmm cowumgonmppoo IIInll‘ l‘io‘1".- N.ANN 1 zv coppmconm_pou NN==NLN=H11.NF apnaN 143 .mcouowcwv mcwumawumugma NN Eogw vmuumppou mmmcoammg me co ummmmn .AFV mangoes; vcm mmmgsou cowmcmuxm .ANV mmwuw>wuom pcmuaam .ANV cowmcmuxm ngsupzu .ANV mcwmsoz .Aev Newpwmczou .Aev noon .Amv uw< meucmcwm .ANV sppmmz upwcz No mwNLommpmu mcwpgoammm o.oop N.Nm N.Nq o.oo_ N.NN P.PN N.NN acmogma me NN NF mv NP up oN punch N.N _ 1 F N.N F 1 1 _ cowmcmpxm we commw>wo N.N p P 1 N.N P 1 1 F :owuwgusc No mmgaou N.N _ P 1 N.N P 1 1 P Emgmogg mcwmw>um uwsmumo< N.N p N 1 N.N _ 1 1 _ cove: acousum N.N N 1 _ N.N N 1 N 1 gamma: N.N p F 1 N.N P 1 1 N Nmow>gwm woo; N.N _ 1 N N.N P 1 1 _ QN3N=LNN=_ cot auwceo N.N N N 1 ¢.¢ N 1 N 1 qucaou Nuwmgm>wca % m m u... M m. m m m N m. N m N m .1... .11 u. a 11 w. w a 1. u” w. w. o a w. n o Q1 U U C1 1. U mu .1 m. U cowumconmp_ou Na vmgwacmm :oNpmeoaNPPou I I (11.! lllll!r1l‘1‘-1|1‘In|ll|‘ we :owumgao II. 0111 1411.111. .umzcwucou11.N_ aPNNN 144 When the information regarding the reported collaboration was analyzed according to whether it was permanent or occasional, it was found that intraunit collaboration was most often (57.8%) engaged in occasionally and less often (42.2%) on a permanent basis. A number of American and Brazilian writers have stressed the importance of developing intraunit collaboration (Dutton & Rickard, 1980; Jones, 1978; Souza, 1981). However, the low percentage of directors responding to this question (42.8%) can be viewed as evidence of the lack of collaborative efforts engaged in by the student assistance units surveyed. Student involvement in the units' activities. 0f the 63 directors of units surveyed, 42 responded to the question concerning student involvement in the units' activities. The 76 responses gathered from the participating directors are displayed in Table 14. Responses indicated that students were involved in planning activities (26. %) and in administering programs (26.3%). The direc- tors also reported that students were involved in the evaluation of unit activities (19.7%) and in workshops sponsored by the units (17.1%). Respondents further reported student involvement in field work undertaken by the unit (3.9%) and in the evaluation of field work (2.6%). The findings regarding this question suggest that student involvement in the activities of the units surveyed is an integral part of the units' functioning. However, when the responses to this question and to the questions about unit planning (Table 10) and unit evaluation (Table 11) were compared, it was found that the involvement 145 .NcouomcFu ocFuNawowucma N? Sex» vmuomFFoo mmmcogmwg on :o ummmmu .mchz mcwugoawmn .uousFucN no: FFV :oFuNpgoamcmgu new FNV wucmumwmmm FNuPchawm 11 NF 1 1 F 1 F N e e m Nave: mcFuLoamgcoz 11 N 1 1 1 1 1 N F 1 1 NFQQN ac: moon . 1 1 1 1 1 1 1 xgoz uFmFm No a N N F F cowpanN>m as» cw :oFumaFumugma N.N N 1 1 1 1 1 N 1 1 1 xgoz uFmFu cw cowumaNuFugNa . 1 1 1 ach mg» Na umgomcogm F NF NF 1 F N N N e maozmxgoz :F compmgNuFugmm . 1 1 1 mmeF>FaoN «Fa: mo N NF NF F N N N N N coFumsFN>m ms» cm compwnFuFugNa . mangooga can mmuF>me we :oFumLN m ON ON _. _. P V .V P N M m lmFCPF—UO Gnu. cw. COwHMQPUPHLMn— . mchcmFQ m @N ON _1 m N m m I _. m N mmew>mHUQ Cm. COwHMQWUPHLMQ 233 E E E E E E E 2: 8V mm. mm. w um m m... m P.u. n JG 1:0. J 31 S I. D. P u 28.5.. 38 mm. mm m m. w. m. m. m Newsazoé 2.2.3 o F w m. m. m l N m. .3 méumz S U 6 mmchs No mmFgommuNu '41.] 1'1. 1.111.411.1411 ‘1'. 1|- 1 1'1 0 1|: 1-1.1 'll.l 1-11 :1 -0! .FNQ u 2v mmmuF>wuum chz cw acmEm>Fo>cm ucmtzum11.¢F mFawh 146 of students in planning, evaluating, and executing activities under- taken by the units did not constitute an essential component of the administration of the student assistance units surveyed. Responses to the question about the nature of unit planning (Table 10) demonstrated that in only 13.9% of the cases was planning done in collaboration with student representatives. In regard to the question about unit evaluation (Table 11), evaluation was performed in collaboration with student representatives in only 10.4% of the units surveyed. Responses to the questions about planning, evaluation, and participation of students in the units' activities might indicate an attempt to include students in the student affairs practice. However, considering the low rate of student participation in the activities carried out by the units surveyed, it appears that the student assist- ance units are offering "services for students" instead of developing services and programs "with" students. Profiles of Student Assistance Units This section contains 11 profiles of the following categories of student assistance units: counseling, food, health, housing, financial aid, cultural extension, recreation, student activities, legal assistance, extension, and transportation. As discussed in Chapter 11, an empirical and theoretically based concept of student affairs is nonexistent in Brazilian higher education, although federal legislation has provided a basic concept for the field through the Amendment of 1969 and Law 4024 of 147 December 20, 1961 (see Chapter II, p. 54). A document emanat- ing from the Coordination of Student Assistance (CAE) defined the activities performed by the coordination regarding housing, food, events (extracurricular activities), student activities, work-study, and financial aid (CAE, 1981). Therefore, in the ensuing presentation of profiles of the units surveyed, the rationale for the services and programs is based on findings from American literature on student affairs and/or is supported by Brazilian documents and legislation. The information used in describing the units came from items on the survey questionnaire related to the unit's purposes (Question 2), factors facilitating the unit's purposes (Question 4), factors imped- ing the unit's purposes (Question 5), future objectives (Question 7), and activities performed by the unit (Questions 24-59). In presenting this information, no attempt was made to evaluate the quality of the infbrmation or to make comparisons among categories of units. The primary objective of developing the profiles was to portray the stu- dent affairs units as they were described by their directors. It should be noted that because some directors did not answer all of the questions, the formats of the profiles vary. Some present a complete description of the unit, whereas others offer only a general view of the unit's functioning. Counseling Services Rationale. Definitions of counseling services in American higher education vary. Whereas Wrenn (1951) said that the basic pur- pose of the counseling service is to serve as a campuswide agency for 148 students and as a resource agency for faculty, Mueller (1961) pointed out that the goals of a college counseling service are the composite expression of the staff's interests and training. According to Oetting et al. (1970), several organi- zational and administrative models can be identified among college counseling services. A college counseling service may be an adminis- trative part of an academic department, usually psychology or educa- tion. From this viewpoint, the primary function of the service is to provide experience for the department's students under departmental faculty supervision. Concerning counseling services in Brazilian institutions of higher education, Garcia (1979) assessed the needs of students in relation to student assistance services. She defined counseling as a process . . . to help students better understand themselves, their position in college and society, their attitudes toward themselves and others, their particular characteristics as persons, and the opportunities or alternatives available to them. (p. 10) In regard to the student assistance units surveyed in this study, the 11 units included in the category of counseling services (see Table 3) represented six basic models introduced by Schneider (1977). l. The student personnel model, in which several student affairs services are categorized under one organization. The five units included in this category used the general denomination of "social services," and practitioners' duties were assigned in various student affairs areas such as food, housing, and financial aid. 149 2. The vocational guidance model, in which the counseling service is concerned primarily with vocational choice, remedial-skills programs, testing, and/or information about courses, programs, and careers. Two units were included in this category. 3. The counseling therapy model, which was represented by one unit. This unit focused primarily on students' emotional problems and concerns. 4. The traditional counseling model, which combines, to varying degrees, the vocational guidance and counseling therapy models. The functions of vocational, educational, and personal coun- seling are seen as overlapping and not as distinct categories of ser- vices. Two units represented this category. 5. The religious counseling model, which was represented by one unit. The primary concern of this service is with the religious concerns and questions of the students. Structure. The administrative structure of the units surveyed was associated with the primary function of the units. Social services and religious assistance were administered through the student affairs _division or another sector responsible for student assistance at the institutional level; the units oriented toward educational guidance were affiliated with the College of Education. Finally, among the three psychology services surveyed, two constituted separate inde- pendent units administered within the psychology department and staffed by psychology faculty members. The third psychology service, which was oriented more toward student deve10pment than toward therapy, was admin- istratively attached to a division of student affairs. 150 Units' purposes. The purposes of the 11 participating units were reported as follows: (1) Social services: selecting students to receive benefits; working with the community to help needy stu- dents; helping students to solve their personal, financial, and/or academic concerns; integrating students into university life; and assisting students through group and individual counseling. (2) Educational guidance services: assisting students in choosing a vocation; and offering orientation programs, study-skills programs, and career information. (3) Psychology services: helping students with their personal, emotional, and vocational concerns; promoting research in the field of clinical psychology; and providing field work for students enrolled in psychology courses. (4) Religious assistance program: assisting and guiding students in religious matters. Factors affecting accomplishment of the units' purposes. The facilitating factors reported by the unit directors can be summarized as follows: students' acceptance of the services, cooperative work developed by staff members, and administrative support from university administrators. Factors impeding the accomplishment of the units' purposes were numerous; they were related to lack of financial resources, student attrition, opposition to such an orientation (religious), shortage of professional personnel, and lack of faculty involvement in the units' functions. Future objectives. Eight of the 11 units surveyed reported they intended to develop new objectives, such as (a) extending ser- vices to the community, (b) offering in-service training for staff 151 members, (c) taking action to integrate the functions undertaken by the unit with related services of the institution, and (d) offering workshOps and seminars to students and faculty. Units' activities. The activities performed by the 11 units included in the counseling services category are displayed in Table 15. Financial Aid Programs Rationale. Dannells (1977) discussed financial aid in American higher education under three major categories: grants, loans, and employment. Grants represent a simple transfer of resources to students and involve no repayment. Loans are sums of money offered with the requirement of repayment in whole or in part, with or without interest. Employment refers to student jobs that can be funded through the institution or through outside agencies. Brazilian institutions of higher education have long provided financial aid through grants, loans, and employment. Student assist- ance in financial matters is supported by a number of laws and decrees emanating from the Ministry of Education and Culture. In fact, a recent document from the Coordination of Student Assistance discussed financial aid in regard to work-study programs, stressing that the programs should be designed to allow students to take part in profes- sional activities in public or private sectors. In addition, such activities are expected to contribute to the development of habits of intellectual work and to improve study skills (CAE, 1981). Structure. The way that the units were organized and admin- istered was determined by the organizational pattern of each university 152 Table 15.--Activities performed by counseling services (N = 11). Categories of Units Social Psychology Educ. Religious Activities Services Services Guidance Assistance Total ; (N=5) (N=3) (N-Z) (N-l) N 1 N x N t N 2 Assistance Assisting student adjustment and integration into college environment 80.0 2 66.7 2 100.0 1 100.0 9 81. Assisting student with psychological problems 2 40.0 3 100.0 1 50.0 - -- 6 54. Facilitating students' personal development through the participation in religion. 3 60.0 1 33.3 - -- 1 100.0 5 45. group relationships and social activities Assisting student toward higher academic achievement through the improvement of - -- 1 33.3 1 50.0 - -- 2 18. study methods Assisting physically disabled students 1 20.0 - -- - -- - -- l 9. Services and Programs Providing services to help students discover their interests, abilities, and objectives 2 40.0 2 66.7 2 100.0 - -- 6 54. Offering counseling services for students 2 40.0 3 100.0 - -- - -- 5 45. Providing housing services 3 60.0 - -- - -- - -- 3 27. Providing food services 3 60.0 - -- - -- - -- 3 27. Providing health services 2 40.0 - -- - -— - -- 2 18. Offering orientation programs for foreign students 5 100.0 1 33.3 1 50.0 1 100.0 8 72. Providing for cultural opportunities and programs for students 2 40.0 - -- - -- - -- 2 18. Progrannfing social activities that fit student interests 1 20.0 - -- 1 50.0 - -- 2 18. Offering orientation program for freshmen - -- - -- 1 50.0 - -- l 9. Offering orientation programs for transfer students - -- - -- 1 50.0 - -- l 9. Student participation Providing for the participation of students in the implementation of the 3 60.0 1 33.3 1 50.0 5 45. unit activities Encouraging students' participation in the unit activities 2 40.0 1 33.3 1 50.0 4 36. Promoting student participation in the planning of the unit activities 1 20.0 1 33.3 - -- 2 18. Engaging student representatives in unit evaluation 1 '20.0 1 33.3 - -- 2 18. Table 15.--Continued. 153 Categories of Units . _ . Social Psychology Educ. Religious ACt‘V‘t‘es Services Services Guidance Assistance Total (N=5) (N-3) (N=2) (N=1) N 1 N X N t N 1 Supervision Supervising housing programs 1 20.0 - -- - -— - -- 2 18.2 Supervising athletic programs 1 20.0 - -- - -- - -- 2 18.2 Coordination Coordinating financial aid 3 60.0 — -- - -- - -- 3 27.3 Articulation Articulating acaderic learning and pro- fessional experience 2 40.0 2 66.7 1 50.0 - -- 5 45.4 Cogperative action Developing programs to respond to students' needsincooperationwitnotherassistanceunits 4 80.0 1 33.3 1 50.0 - -- 6 54.5 Working with comunity agencies in developing programs to help financially needy students 2 40.0 - -- - -- - -- 2 18.2 Information Keeping students informed about Current and new services and programs available to then. 3 60.0 1 33.3 2 100.0 - -- 6 54.5 Keeping students informed about job Oppor- tunities 2 40.0 - -- 1 50.0 - -- 3 27.3 Proposals Developing proposals and submitting requests for financial assistance for needy students 4 80.0 - -- - -- - -- 4 36.4 Student records Keeping academic record during students' college life 1 20.0 - -- 2 100.0 - -- 3 27.3 Making student records available to student assistance staff 1 20.0 - -- - -- - -- 2 18.2 Administration Engaging unit representative in the - -- - -- 1 50.0 - -- 1 9-1 institution's general planning 154 in general, and by the peculiar characteristics of the student affairs division in particular. For instance, institutions permitting stu- dents who do not need financial aid to participate in specific pro- grams, such as artistic activities and research, in general adminis- tered their financial aid programs through a number of institutional offices and divisions. Units' purposes. Among the ten units surveyed, three major purposes were identified relating to (a) needy students: providing financial aid to needy students through loans, grants, or employment; (b) student promotion: facilitating, through work-study programs, the participation of students in research, sports, and artistic activities; developing programs designed to facilitate the development of students' potentialities; and improving study skills and making available professional training; and (c) administration: planning and developing agreements with federal, state, and private sectors to provide financial assistance to students. Factors affecting the accomplishment of the units' purposes. In the category of facilitating factors, the majority of respondents emphasized the positive relationships with university administrators, students, and community agencies. A further factor noted was the support received from community sectors regarding the development of cooperative-action programs. Most of the informants stressed the quality of the work performed by students as being a factor facilitat- ing the accomplishment of the units' purposes. In the category of impeding factors, the one most emphasized was the lack of funds to carry out the activities of the units. In 155 addition, shortage of professional and clerical personnel and paucity of evaluation of the units' activities were also noted. Future objectives. The majority of units were planning to undertake new objectives. Among the seven responses to this ques- tion, the most frequently cited objective was "improving the quality of the services currently offered." Also indicated were establishing a special fund for emergencies and increasing student involvement in the evaluation of the units' activities. Units' activities. The activities performed by the ten units included in the category of financial aid programs are displayed in Table 16. Food Services Rationale. The Coordination of Student Assistance (CAE) has the function of assisting the Brazilian federal universities, technically and/or financially, to improve the quality of the meals served to clients. The coordination further intends to help develop improved nutrition habits and patterns that fit the need for financial effec- tiveness of the food services. Structure. A common pattern regarding the structure and administration of food services was found among the units surveyed because almost all of those units were attached to the division of student affairs or another division or sector responsible for student assistance at the institutional level. Units' purposes. Among the ten units surveyed, the main purposes was providing food services through quality meals for minimal 156 Table l6.--Activities performed by financial aid programs (N = 10). Activities N % Assistance Facilitating students' personal development through participation in religion, group relationships, 3 30.0 and social activities Assisting student adjustment and integration into the college environment 3 30.0 Assisting physically disabled students 2 20.0 Studentgparticipation Providing for the participation of students in the implementation of the unit activities 3 30.0 Engaging student representatives in unit evaluation 3 30.0 Encouraging students' participation in the unit activities 3 30.0 Promoting student participation in the planning of the unit activities 2 20.0 Coordination Coordinating financial aid for needy students 7 70.0 Articulation Articulating academic learning and professional experience 1 10.0 Cooperative action Developing programs to respond to students' needs in cooperation with other assistance units 7 70.0 Working with community agencies in deve10ping programs to help financially needy students 4 40.0 Student records Making student records available to student assistance staff 3 30.0 Proposals Developing proposals and submitting requests for financial assistance for needy students 8 80.0 157 cost. Other purposes noted by some respondents were (a) to provide food services for students, faculty members, and university personnel; (b) to provide needy students with free meals; and (c) to use preferentially food products from the region in an attempt to ensure that the meals served are reasonably similar if not identical to those of the student's community. Factors affecting the accomplishment of the units' purposes. The facilitating factors were basically staff competence, adminis- trative support, adequate facilities and equipment, and client accept- ance of the service. One very specific factor that one respondent noted was the administrative autonomy allowed to the unit in seeking financial support outside the university and the federal government. Several impeding factors were also reported. The most-often cited was related to staff--shortage of professional and clerical personnel. Also stressed were the increase in food costs and cut- backs from federal financial resources. New objectives. Of the ten units surveyed, only three were planning to undertake new objectives, such as extending the services to the entire university community and taking action to make the food services financially self-sufficient. Units' activities. Table 17 displays the activities carried out by the food services units included in this study. Health Services Rationale. Packwood (1977) provided an introduction to the concept of health that emanated from the World Health Organization: 158 Table l7.--Activities performed by food services units (N = 10). Activities N % Service Providing food services for students 10 100. Student participation Promoting students' participation in the planning of the unit activities 2 20. Encouraging students' participation in the unit activities 1 10. Engaging student representatives in unit evaluation 1 10. Providing for the participation of students in the implementation of the unit activities 1 10. Supervision Supervising food services 10 100. Social/cultural activities Providing adequate physical conditions for special student group presentations during meal hours 1 10. Cooperative action Developing programs to respond to students' needs in cooperation with other assistance units l 10. Articulation Articulating academic learning and professional practice (internship for students taking a nutrition course) 2 20. Information Keeping students informed about current and new services and programs available to them 3 30. Providing adequate space to be used by university sectors to inform students about coming events 1 10. 159 that health is a state of complete physical, mental, and social well-being, not merely the absence of disease or infirmity. Chandler (1979) expanded on this view, assuming the need for proactive, pre- ventive medicine and health-maintenance programs that require the integration of health services into student affairs. Garcia (1979) defined the health services for the Brazilian university as a program of medical and dental services for students. According to her, "the program may also include an occupational health program for faculty and employees, and maintains environmental health surveillance on the campus" (p. 10). Structure. The findings of the study indicated that the health programs surveyed had no uniform or standard structure. The units adopted different approaches, and their administrative struc- tures reflected the purposes and comprehensiveness of the health ser- vices on each campus. In the general category of health, which included medical and dental services, four of the nine units surveyed were organized under the division of student affairs. The remaining five units were pri- marily linked to the university president's office, 4a division of administrative affairs, a foundation for student assistance, a depart- ment of health and social assistance, and a subdivision of medical and dental assistance. Units'ppurposes. The services surveyed were designed to assume the responsibility for providing health care, which ranged from first aid, dental care, and/or physical examinations to complete medi— cal care, including mental health. Overall, the units were primarily 160 providing services to meet students' needs through a reactive approach. Only a few units indicated concern with the preventive aspect of student health care. Factors affecting the accomplishment of the units' purposes. The facilitating factors were related principally to administrative support, that is, the assistance offered by the division or other sector to which the units were linked; funds allocated to the units; collaboration among staff members and competence of the professionals; student acceptance of the quality of services offered by the units; and the low fees charged by the units. In regard to the factors that impede the accomplishment of the units' purposes, the respondents' responses concentrated mainly on financial matters. Current cutbacks in financial resources were cited by the majority of reSpondents, who stressed the difficulty in requiring materials for dental services. Other obstacles noted by some directors were related to the shortage of personnel and the administrative bureaucracy particular to the IES-autarchies. Future objectives. Overall, the respondents indicated the intention of their units to pursue two new objectives: (a) to place more emphasis on preventive medical and dental care, i.e., to conduct a study on student health and to plan a program to prevent future illnesses; and (b) to extend health care services to individuals in the community-at-large. Units' activities. The activities performed by the health services units are displayed in Table 18. 161 Table 18.-—Activities performed by health services units (N = 9). Activities N % Assistance Assisting student adjustment and integration into the college environment 4 44. Assisting physically disabled students 4 44. Assisting students with psychological problems 3 33. Service Providing health programs 66.7 Offering counseling services for students 22.2 Dealing with medical problems that might impair students' ability to learn 1 11. Cooperative action Developing programs to respond to student needs in cooperation with other assistance units 3 33. Articulation Articulating academic learning and professional experience 2 22. Supgrvision Supervising health programs 3 33. Information Keeping students informed about current and new services and programs available to them 1 11. Student records Making student records available to student assistance staff 1 11. Student participation Providing for the participation of students in the implementation of the unit activities 22.2 Engaging student representatives in unit evaluation 22.2 Health education Promoting educational health programs for students 3 33. Offering preparation courses to expectant mothers 1 ll. Offering preventive programs about dental health 1 ll. 162 Housing Programs Rationale. According to Schneider (1977), viewed historically, colleges furnish student housing to provide "the basic physical neces- sities and to control student behavior" (p. 126). Although the author recognized that such a policy is still operational in many colleges today; sheadvocated that "housing should be planned and organized to support instructional and educational programs of the college" (p. 127). In the Brazilian literature on student housing, Garcia (1979) defined such housing as "a building providing living quarters for students" (p. 10). At the federal level, a document emanating from the Coordination of Student Assistance (CAE, 1981) stated that the role of the coordination in this field is primarily concerned with the installation and maintenance of college student housing, by assist- ing the institutions of higher education technically and financially. Structure. All eight housing-program units surveyed were administratively attached to the major sector responsible for student assistance policy at each participating institution. Units'oporposes. The eight directors surveyed mentioned a number of purposes, which ranged from concern with student develop- ment to the maintenance of buildings. The purposes were categorized as follows: (a) students: providing adequate housing facilities to needy students; (b) development: encouraging students to participate actively in the living units by sharing responsibilities with housing- staff members; (c) security: caring for the well-being and security of students who live in the housing facilities; (d) building: taking 163 appropriate actions to maintain the living units; and (e) educative: providing an appropriate climate that facilitates student learning. Factors affecting the accomplishment of the units' purposes. Facilitating factors indicated by the majority of directors were related to administrative support from the university administration, cooperation from residents, and the existence of adequate physical facilities. On the other hand, factors impeding the accomplishment of the units' purposes were associated with a lack of c00peration from residents and the fact that the housing was overcrowded. Overall, the respondents stated that inadequate financial resources was the factor that most negatively affected accomplishment of the units' purposes. Future objectives. Three of the eight directors surveyed in this area did not indicate whether their units were planning to adopt new objectives. The remaining five directors' responses can be sum- marized as follows: increasing the number of activities being devel- oped as part of the units' programming, encouraging students to participate more actively in the units' functioning, creating a sector for developing athletic activities, and improving the administration of the units. Units' activities. The activities performed by the housing programs units are shown in Table 19. Cultural Extension Programs Rationale. Cultural extension is basically a supporting and facilitating resource through which the development of individuals and 164 Table 19.--Activities performed by housing programs units (N = 8). Activities N % Assistance Assisting student adjustment and integration into the college environment 3 37 .5 Assisting students toward higher academic achievement through the improvement of study methods 3 37.5 Facilitating students' personal deve10pment through participation in religion, group relationships, and 1 12.5 social activities Programs and services Providing housing services for students 8 100.0 Providing services to help students discover their interests, abilities, and objectives 3 37.5 Providing cultural opportunities and programs for students 2 25.0 Programming social activities that fit student interests 2 25.0 Offering orientation programs for foreign students 2 25.0 Providing food services in college student housing 2 25.0 Promoting educational health programs for students 1 12.5 Offering an orientation program for freshmen 1 12.5 Studentoparticipation Encouraging students' participation in the unit activities 5 62.5 Promoting student participation in the planning of the unit activities 3 37.5 Engaging student representatives in unit evaluation 3 37.5 Facilitating student involvement in athletic activities 2 25.0 Information Keeping students informed about current and new services and programs available to them 3 37.5 Keeping students informed about job opportunities 1 12.5 Student records 1 12.5 Keeping academic records during students' college life 165 the goals of the community can be accomplished (Projeto CUCA, 1982). In practice, the ten federal universities located in northeastern Brazil (Appendix A) are currently developing a project to create a “Network for Cultural Activities“ (Circuito Universitario do Nordeste--CUCA). The basic assumption of the project is that culture should be part of the priorities and concerns of the northeastern region, as well as of the entire country. The main objective of the network is to develop, through integration and inter- action, a definition of cultural policy for the institutions of higher education located in Brazil's northeastern region in accordance with the Brazilian cultural heritage. Structure. No uniform administrative pattern existed for the five cultural extension programs surveyed; rather, the programs reflected the peculiarities of each university. Overall, the most comnon pattern, reported by four respondents, was the existence of a sector entitled "coordination of cultural affairs," which was respon- sible for the major functions of cultural programming. The programs were administratively linked to the division of student affairs or to another division. Another pattern reported was an isolated unit linked administratively to the university vice-president's office. Units' purposes. The responses of the five directors concern- ing the units' purposes were categorized into two major areas: promoting and executing cultural policy for the university and promot- ing cultural extension within and outside the university community. Factors affecting the accomplishment of the units' purposes. The majority of respondents assumed that cooperation among staff 166 members was the major factor facilitating accomplishment of the units' purposes. Respondents also stressed support and acceptance from students and community regarding the programs developed by the units. Among the impeding factors, all respondents indicated lack of financial resources. Several other impeding factors were also pointed out, such as inappropriate physical installations, nonacceptance of global planning of all cultural activities at the institutional level, lack of collaboration from student organizations, and excessive cen- tralized bureaucracy. Future objectives. Four directors stated that their units were planning to develop new objectives, such as (a) adopting new approaches specifically designed to attract new clientele, (b) initiat- ing cultural action in academic units, and (c) improving the relation- ship between the cultural units and the university community. Units' activities. The activities performed by the cultural extension programs are displayed in Table 20. Recreation Programs Rationale. The Brazilian legislation on sports and recreation in higher education is voluminous. According to the late Department of Student Assistance (DAE/MEC), the first law directing sports and athletic activities in colleges and universities was adopted in 1941. Since then, a number of documents have been written, most of them concerned with physical education curriculum and practice. At the federal level, the Ministry of Education and Culture is responsible 167 Table 20.--Activities performed by cultural extension programs (N = 5). Activities N % Assistance Facilitating students' personal development through participation in religion, group relationships, 2 40. and social activities Assisting students toward higher academic achieve- ment through the improvement of study methods 1 20. Services and programs Providing cultural opportunities and programs for students 5 100. Providing services to help students discover their interests, abilities, and objectives 2 40. Student participation Encouraging students' participation in the unit activities 3 60. Providing for the participation of students in the implementation of the unit activities 2 40. Promoting student participation in the planning of the unit activities 1 20. Supervision Supervising cultural programs 1 20. Cooperative action Developing programs to respond to students' needs in cooperation with other assistance units 3 60. Working with community agencies in developing pro- grams to help financially needy students 1 20. Information Keeping students informed about job opportunities 1 20. 168 for establishing national policy in the field through a national plan for physical education. In developing such a plan, priority should be given to programs that can also contribute to competitive ath- letics and the practice of all categories of sports (DAE, 1980). Structure. Of the three units included in the category of recreation programs, two were administrative linked to the student affairs division; the third unit constituted an independent sector of the university. Units' purposes. Overall, the purposes of the three units surveyed were related to (a) coordination: coordinating athletic activities within the university and (b) promotion of sports: promot- ing athletic competitions within and outside the university and encouraging student participation in leisure activities. Factors affectipg the accomplishment of the units' purposes. The most frequently cited facilitating factors were adequate physical installations, followed by administrative support and student partici- pation in sports events. In regard to impeding factors, lack of financial support and shortage of personnel were indicated by the respondents. One director noted the difficulty of coordinating course schedules withathleticsand sports practices. Future objectives. In general, the unit directors stressed their intention to extend the activities of the units in the field of sports and recreation to the community outside the university. Units' activities. The activities performed by the recreation- program units are displayed in Table 21. 169 Table 21.--Activities performed by recreation-program units (N = 3). Activities N % Programs and services Facilitating students' involvement in athletic activities 3 100. Providing cultural opportunities and programs for students 2 66. Programming social and sport activities that fit student interests 2 66. Student participation Providing for the participation of students in the implementation of the unit activities 2 66. Promoting student participation in the planning of the unit 1 33. Encouraging students' participation in the unit activities 1 33. Supervision Supervising athletic programs 2 66. Cooperative action Developing programs to respond to students' needs in c00peration with other assistance units 1 33. Student records Keeping academic record during students' college life 1 33. Information Keeping students informed about sports and recrea- tional events 1 33. 170 Student Activities Programs Rationale. Schmidt and Blaska (1977) described student activities as sharing "the college's aims to impact, discover and apply, and integrate knowledge, as well as to develop the whole stu- dent" (p. 156). According to the authors, an additional feature of student activities includes both individual growth and social respon- sibility. In Brazilian higher education, student activities have received attention from ministerial authorities and from university administra- tors alike. At the ministerial level, the sector responsible for guid- ing student organizations is the Coordination of Student Assistance (CAE). The activities of the coordination in this field are primarily directed toward undertaking actions with higher-education institutions to facilitate the growth of student organizations, as well as to provide for student policy and legislation (CAE, 1981). A further responsi- bility of the coordination is to promote national and regional meetings with the vice-presidents for student affairs to maintain avenues of communication between the Ministry of Education and Culture and the institutions of higher education. Structure. A common pattern existed regarding the structure of the units surveyed because all three units were linked administra- tively to the division of student affairs or other university offices responsible for student affairs at the institutional level. However, each unit was unique in regard to its institutional status and admin- istrative approaches, and even in the name by which it was known. 171 Units' purposes. The purposes reported were basically related to (a) student participation: encouraging students to par- ticipate actively in university life and engaging students in commu- nity services and (b) orientation: assisting students in their relationships with university administrators and helping student organizations. Factors affecting the accomplishment of the unitsiopurposes. Four facilitating factors were reported: administrative support from university administrators, good relationship with students, integra- tion of community with the university, and the units' diffusion into university sectors. The major impeding factor was the lack of financial resources to carry out the units' programming. Also noted was the political opposition of some students, expressed through lack of participation in the units' activities. Future objectives. Only one of the three units surveyed indi- cated an intention to develop new approaches to increasing student participation in existing programs. Units' activities. The activities performed by the student- activities units are displayed in Table 22. Legal Assistance Services Of the ten universities surveyed, two reported the existence of a unit designed to offer legal assistance to students, and in some instances to the families of those students. 172 Table 22.--Activities performed by student activities programs (N = 3). Activities N % Programs Offering orientation programs for freshmen 2 66. Offering orientation programs for foreign students 1 33. Providing cultural opportunities and programs for students 1 33. Offering basic training about student legislation 1 33. Assistance Assisting student adjustment and integration into the college environment 3 100. Student participation Encouraging students' participation in unit activities 2 66. Providing for the participation of students in the implementation of the unit activities 2 66. Engaging student representatives in unit evaluation 1 33. Supervision Supervising athletic programs 2 66. Cooperative action Assisting student visitors in cooperation with community agencies 1 33. Proposals Developing proposals and submitting requests for financial assistance for needy students 1 33. Information Keeping students informed about current and new services and programs available to them (a) 100. Keeping students informed about job opportunities 2 66. 173 Units[_purpose. The main purpose of legal assistance services is to assist students with their concerns regarding legal matters. Factors affectiog the accomplishment of the units'opurpose. No facilitating factors were reported by the unit directors. Instead, one director indicated that the factor impeding accomplishment of the unit's purpose was the lack of advertising about the services offered by the unit. Units' activities. Along with the activities performed by the units in the field of legal aid, two directors reported that their units provided orientation programs for foreign students. Extension Courses and Programs Of the ten universities studied, only one reported the exist— ence of a service titled "extension courses and programs." Rationale. A document issued by the Coordination of Student Assistance stressed the importance of activities related to extracur- ricular life. According to the document, such activities can con- tribute to improving the sociocultural deve10pment of college students, as well as to develOping their potential as students and as individ- uals (CAE, 1981). Units' purposes. The purposes of the extension unit were varied and encompassed a wide field of activities. Among those men- tioned were (1) to facilitate an effective relationship among the various structural and social sectors of the university, (2) to encour- age the development of activities involving students and faculty into community action, and (3) to promote the interrelation between programs and services located on the university's seven campuses. 174 Factors affecting the accomplishment of the unit's purposes. The main facilitating factor was the support received from the uni- versity's administrators. The two main factors impeding accomplish- ment of the unit's purposes were the physical distance between campuses and the inability to receive allocated financial resources within the time required to accomplish specific programmed activities. Unit activities. The diversity of activities performed by the extension courses and programs unit reflected the broad objectives of this student affairs unit. The activities reported were related to (1) students: facilitating students' personal development through participation in religion, group relationships, and social activities; providing for student participation in the implementation of unit activities; and encouraging student participation in unit activities; (2) programs: promoting educational health programs for students, offering cultural programs for students, and offering an orientation program for freshmen; (3) assistance: assisting physically disabled students; (4) proposals: developing proposals and submitting requests for financial assistance for needy students; (5) job opportunities: keeping students informed about job opportunities; and (6) cooperative action: develOping programs to respond to student needs in cooperation with other student assistance units. Transportation Rationale. Souza (1981) discussed various forms of assistance for needy students at Brazilian universities. He emphasized a document published by the Ministry of Education and Culture in 1977, which 175 stressed the need to involve government and community sectors in offering college students specific services such as housing, health, jobs, and transportation. Among the universities surveyed in this study, only one had a unit specifically designed to provide transportation. The importance of such a service was noted by Oliveira (1979) as follows: "The uni- versity bus service has solved some of the students' problems within its limited route from the . . . campus to strategic points in town" (p. 102). Unit's purpose. The main purpose of the unit is to provide low-cost transportation for students and university workers. Factors affecting the accomplishment of the unit‘s purpose. The support received from the university's division of administrative affairs was indicated to be the main facilitating factor. Lack of propriety and cooperation on the part of students and university workers was the factor that, to some extent, impeded accomplishment of the unit's stated purpose. PART THREE: CONCLUDING OVERVIEW The survey instruments--the interview and questionnaire--were used as complementary tools in this study concerning administration of student affairs in Brazilian federal universities. Therefore, to characterize student affairs practice as being administratively oriented, student centered, or community oriented, selected tapics of the interviews and questionnaires are discussed in this section. 176 Administrative Approach Analysis of the participants' responses regarding policy for student affairs, functions, and responsibilities indicated a commitment to the administrative model as discussed in Chapter II of this study. The administrative approach was noted by the vice-presidents of student affairs who perceived that policy was directed primarily by institutional priorities (Table 2). Also, the directors of the student assistance units described their functions mainly in terms of administrative activities (Table 7). The two groups of student affairs administrators stressed the administra- tive aspect of student affairs practice: the vice-presidents empha- sized the accomplishment of institutional goals, and the directors of units reinforced the notion of institutional requirements, indicating the core aspects of their functions were coordination, supervision, and execution. Although the focal points of institutional policy under the category of student-centered goals received 42.8% of the vice- presidents' responses, the directors of student assistance units reported that only 19.8% of their functions were primarily student centered-~that is, those included in the categories of caring and educational/developmental functions. Indeed, when the directors were asked to describe their responsibilities, administrative duties were the most prevalent, totaling 56% of the responses, whereas duties primarily associated with students received only 15% of the indications (see p. 126). 177 Although, in terms of planning, the student-centered objectives of institutional policy were among the major institutional focal points, those responsible for executing institutional policy (the units' directors) revealed that student affairs practice is firmly rooted in the administrative model, in which functions and responsi- bilities are directed to administrative assignments. Based on these findings, the existence of institutional support for and commitment to the concept of student affairs through institu- tional goals and priorities is evident. Accordingly, that support and commitment direct and/or enable the directors of student assist- ance units surveyed to engage in administrative functions. Further evidence supporting the claim of the administrative model for administering student affairs was provided by responses to the questionnaire item about student involvement in the units' func- tioning (Table 14). Although the responses suggested that students were involved in such unit activities as planning, administering, and evaluating, the findings also indicated that such involvement was not widespread. Taking into account responses to the questions about functions and responsibilities of directors of the student assistance units and analyzing these responses in light of the findings about student par- ticipation in the units' functioning, it is clear that student affairs in the institutions surveyed exists to attain goals related primarily to institutional priorities. If students are involved in this process, it may be most accurately interpreted as an unanticipated effect 178 rather than a result of institutional concern with student participa- tion in university life. Student-Development Approach Based on the interviews and questionnaire responses, it is apparent that student affairs administrators did not focus upon stu- dent development and its attendant model when describing their organi- zations' administrative behavior. Student development concerns were not reported as a driving force in providing directions and adminis- trative style for student affairs divisions. Developmental activities in student services and programs were few in relation to the variety of activities carried out by the 63 units surveyed. Developmental trends existed mainly in terms of isolated units, as was indicated by 6 of the 11 categories of student assistance studied (Tables 15, 16, 18,'19, 20, and 22). The activities considered to be developmental in nature were "Assisting student adjustment in the college environment" and "Facilitating students' personal development through the participation in religion, group relationships, and social activities." Student development did not exist as a defined practice sup- ported by institutional policy, in which the major responsibility of the student affairs practitioners should be to lead in the initiation and deve10pment of programs through which all educational forces in the university community are mobilized. However, without a sound phi1OSOphica1 and empirical basis to support student-deve10pment practice, it is unlikely that student affairs will be totally involved 179 in developmental functions in which students' needs and interests become primary considerations in planning and developing student affairs programming. Community-Oriented Approach There was a lack of evidence about the practice of adminis- tering student affairs with an emphasis on student affairs/community action. Although the interviews with the vice-presidents suggested a clear trend toward the involvement of student affairs divisions with community agencies, such a trend was not supported by those responsible for administering the student assistance units. The 63 directors surveyed, who represented 11 categories of student assist— ance units, reported that only four categories of units were involved in cooperative action with community agencies (Tables 15, 16, 20, and 22). That cooperation was identified in the following statements: "Working with community agencies in developing programs to help finan- cially needy students" and "Assisting student visitors in cooperation with community agencies." Although the findings of this study did not support the premise of a community-oriented approach to the administration of student affairs, it is anticipated that student affairs divisions will become more involved with community action than they are now. The writer also believes that student affairs administrators will learn to capitalize on unique community resources in order to con- tinue providing specific student assistance programs and services to the student p0pulation. 180 Thus, based on the preceding discussion, it can be seen that there are no recognized conditions for compromise between the three approaches to student affairs practice--administrative, student development, and community-oriented. It is also apparent that the student-deve10pment and community-oriented approaches will not replace, or even become more prevalent than, the administrative approach. Given the organizational characteristics of student affairs, the pro- fessional training of the student affairs workers, and the current administrative practices reported, it appears that the administrative approach is, in fact, essential for carrying out the purposes of stu- dent affairs in the federal universities studied. Summary The information discussed in this chapter was based on responses from two different groups of participants. The first group (key/special informants) contained 11 individuals. Each informant was asked to answer questions proposed through an interview format (Appendices C, D, and E). The second group (representative respondents) comprised 63 directors of student assistance units. All respondents answered questions posed through a questionnaire format (Appendix F). This chapter was divided into three parts. In Part One, student affairs was described from the perspectives of the 11 inter- viewees: eight vice-presidents for student affairs, one director of a foundation for student assistance, one coordinator of stu- dent assistance, and the former coordinator of the Department of Student Assistance (DAE) of the Ministry of Education and 181 Culture. The basic topics discussed by those informants were related to the concept of student affairs, the influence of the juridical structure of the university on student affairs, the articu- lation of student assistance units, and the cooperation between student assistance units and corrmunity agencies. Information collected from the 63 directors of student assist- ance units surveyed was presented in Part Two. Using the information, the investigator introduced a general overview of the student services and programs surveyed, analyzed the information regarding the admin- istration of those units, and presented profiles of 11 categories of student assistance units. Finally, in Part Three, an overview of selected information secured from both the interviews and the ques- tionnaires was presented. In this concluding overview, student affairs in the universities studied was discussed in terms of the administrative approach, the student-deve10pment approach, and the community-oriented approach. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Introduction College student services and programs are considered to be part of nearly all institutions of higher education. However, the student affairs profession is diverse in its viewpoints, goals, and procedures. As a component of Brazilian higher education, student affairs depends on the unique characteristics of the country's uni- versity system, such as its legislation, juridical structure, and administrative model. Student affairs practice in Brazilian federal universities stands as a field related to student assistance; in most cases, the services and programs are primarily designed to assist financially needy students. Parallel to the deve10pment of student services and programs in the field of student assistance has been a growing awareness among federal authorities, university administrators, and student affairs practitioners that student assistance not only provides financial aid, but also represents a valuable learning experience for college stu- dents. In fact, authors such as Souza (1981) have advocated that the concept of need as a basis for student assistance should be associated not only with financial concerns but with physical, social, recrea- tional, and spiritual needs as well. . 182 183 Despite the existence of a subtantial volume of legislation about student assistance, the Brazilian literature is particularly deficient in regard to philosophical and theoretical support for student affairs practice in higher education. Indeed, the paucity of research directly related to student affairs practice is a criti- cal issue for the deve10pment of the field in Brazilian institutions of higher education. Thus, the present study was designed to provide an initial description and analysis of student affairs administration. The topic investigated was the noncurricular services and programs nor- mally associated with student affairs in the federal universities located in northeastern Brazil. The subjects analyzed were those that determine student affairs: functions of student affairs practitioners, the scape and variety of services and programs, and the models for administering student affairs. This study was designed to describe and analyze the adminis- tration of student affairs in Brazilian institutions of higher educa- tion. Specifically, the project was undertaken to (1) describe the mission, practice, and role of student affairs work in federal univer- sities in northeastern Brazil; (2) investigate the functions of student affairs practitioners; (3) identify models of student affairs adminis- tration; (4) analyze the models of student affairs with respect to institutional goals and juridical structure of the federal universities; and (5) develop findings, conclusions, and recommendations for planning, organizing, staffing, and evaluating student services and programs. 184 An introduction to and overview of the study was provided in Chapter I. Included in the chapter were the definition of the problem, statement of purposes, and need for the study. The design of the study was outlined; terminology, limitations, and assumptions of the study were also defined. 1 Chapter 11 contained a review of the American and Brazilian literature on student affairs. The review of the American literature pertinent to the purpose of the study was presented to generate a framework for the study and was focused upon the philosophy, adminis- tration, structure, staffing, and evaluation of student affairs. The Brazilian literature contained a review of relevant documents and per- tinent writings concerning student affairs. The Brazilian educational system, student affairs in institutions of higher education, and research on student affairs in Brazil were discussed. The body of Brazilian literature was found to be scarce and limited in regard to the need of philOSOphical and theoretical support for aiding in defining the purposes, objectives, and functions of student affairs practitioners. It was assumed that such literature could contribute to the professionalization of student affairs, as a result of which the field could be characterized and evaluated and its development anticipated. A detailed description of the research methodology and the design of the study was presented in Chapter III. The research design included the description of the study population and an expla- nation of the process of selecting the study participants. The admin- istration of the survey instruments--the interviews conducted with 185 the 11 informants and the questionnaires administered to 63 respond- ents--was also reported. The Portuguese versions of the survey instruments were evalu- ated by a group of Brazilian graduate students enrolled at Michigan State University. Along with the pretest, the instruments were further pilot tested. The pilot-test study, developed in two federal universities located in northern Brazil, was carried out during October 1982. The main research, carried out during November and December 1982, was developed in northeastern Brazil; participants from ten federal universities designed as IES-autarchies and IES-foundations took part in the study. Descriptive statistics were appropriate to the analysis of the information collected through the interviews and questionnaires. Fre- quency distributions, ranges, percentages, and cross-tabulations allowed comparisons and analyses of the entire population as a group and as different subgroups. Chapter IV included an analysis of the information. The chap- ter was divided into three parts. In Part One, student affairs was described from the perspective of the interviewees. Part Two con- tained the responses to the questionnaires and comparisons of the respondents' responses to a number of variables. Finally, in Part Three, an overview of selected information secured from both inter- views and questionnaires was presented. Chapter V presents the findings and conclusions of the study and inferences from the survey findings. This chapter also includes recommendations and suggested areas for future research. 186 Important Findings The following statements represent the findings from the interviews. 1. Statements of purposes for student affairs were based primarily on federal regulations and documents developed at the insti- tutional level. 2. Student affairs practice took place in harmony with the institution's mission. Accordingly, the objectives of student ser- vices and programs were derived from institutional and divisional goals. 3. The influence of the juridical structure on student affairs was determined as follows: Overall, the vice-presidents from IES-autarchies assumed the influence of juridical structure on the goals of student affairs; their counterparts from IES-foundations did not perceive that the goals of their divisions were influenced by the university's juridical structure. 4. The majority of vice-presidents agreed that the model of administering student affairs did not depend on the university's juridical structure. 5. An administrative-oriented approach was the most common pattern used in administering student affairs, regardless of the juridical structure of the university. 6. The articulation of student services and programs at the institutional level was viewed as a goal to be achieved. However, given the bureaucratic model of administration of the universities, 187 the achievement of such integration will call for vast changes in the current system of Brazilian higher education. 7. Student affairs divisions were engaged in a number of activities with community agencies. In developing cooperative action between university and community, the educational aspect of such c00peration should be emphasized. The following statements represent the findings from the ques- tionnaires: l. The population served by the units was primarily finan- cially needy students. 2. The majority of units reported the existence of a written statement of purposes, a document describing the various activities performed by the student affairs practitioners, and an official hand- book on policies and guidelines. 3. Institutional support from university administrators, cooperation among staff members, and student acceptance of the ser- vices provided by the units were the major factors facilitating the accomplishment of the units' purposes. 4. Lack of financial resources, shortage of professional and/or clerical personnel, and reductions in federal funds were the major factors impeding the accomplishment of the units' purposes. 5. The majority of unit directors indicated that the adop- tion of new administrative approaches such as those involving collabo- ration between administrators, students, and staff members would contribute to a higher level of achievement for the units. 188 6. No particular pattern of titles existed for the indi- vidual responsible for the student assistance units. The most fre~ quently reported titles--director, coordinator, and chief--were used regardless of the kinds of services and programs, the professional training of respondents, or their academic degrees. 7. Of the 11 categories of student assistance units, only four were generally headed by individuals who had received profes- sional training in the core area designated by the units' titles. These categories of units were counseling, health, legal assistance, and recreation. 8. No defined pattern of educational level existed among the unit directors surveyed. Their academic degrees ranged from a high school diploma to a doctoral degree. The most common academic degree was an undergraduate one. 9. The primary function of the unit directors was related to administrative activities, followed by control and educational/ developmental functions. 10. The primary responsibility of the majority of unit directors was related to administrative duties, followed by duties associated with students and with professional preparation. 11. Along with academic courses, personal characteristics were the major professional requirement for holding director's positions, as reported by a majority of the participating directors. 12. In-service training was the most common practice adopted by staff members as a form of staff development. 189 13. To some extent, students were involved in planning, administration, and evaluation of programs and services, and in work- shops sponsored by the units. 14. Most often, the nature of the units' planning and evalua- tion was found to be particular to the student assistance units them- selves and not integrative or collaborative with other units. 15. Evaluation of the unit's staff was not conducted on an on-going basis; semi-annual evaluation was the most frequently reported practice. 16. Of the 11 categories of units studied, eight were engaged in some form of interunit collaboration. In most cases, that col- laboration was required by the units themselves, and in a majority of situations the collaboration was developed on a permanent basis. 17. Fewer than half of the unit directors surveyed indicated their units were engaged in intraunit collaborative efforts. When practiced, these efforts were required by the units themselves. Overall, such collaboration was undertaken either on a permanent or an occasional basis. Additional Findings Overall, the student affairs administrators surveyed perceived budget cuts to have the most negative influence on the administration of their divisions or student assistance units. Budget or program cutbacks are routine on most campuses. However, student affairs in Brazilian federal universities is experiencing disproportionate budget cuts. Dozens of federal student financial-assistance programs 190 are now available for fewer students. Hence interpreting the par- ticipants' viewpoints on factors influencing the accomplishment of student affairs goals, adoption of new objectives, and administrative approaches to student affairs should be done with caution. It seemed to the investigator that those topics may have been very sensitive issues for many participants, mainly those who adminis- tered programs and services that required substantial federal funds for operation. It might be that because of reductions in federal support, the participants directed their responses to financial dif- ficulties, whereas other criticisms of student affairs administration were not properly emphasized. Policy Implications The implications inherent in this study will enable policy makers to ascertain the importance of providing conditions--human and material resources--for the greater achievement of student affairs goals. New directions for the continuation of student affairs work will demand continuous reexamination of the problem the field now faces, as well as the development of new consensus and coalitions regarding institutional policies for student affairs. Because each institution is unique, the best prescription for planning, organizing, and developing student affairs is to give ade- quate consideration to that uniqueness. Thus, the peculiar character of student affairs in the universities studied demands flexible pat- terns of staffing and creative adaptations of recruitment, selection, assignment, and evaluation of the student affairs practitioners. 191 Conclusions Within the limitations and assumptions of this study and on the basis of the information presented and analyzed in Chapter IV, the following conclusions were drawn: 1. The mission and goals of the institution determined stu- dent affairs policy. This finding was in agreement with Harvey (1974) and Wellington (1976). The finding can also be viewed as supporting the need to establish defined purposes and goals consistent with the overall mission of the institution (Oetting et al., 1970) and to attempt to reconcile student affairs functions within a common philo- SOphical framework related to the goals and objectives of higher edu- cation (Johnson, 1970). 2. Student affairs practice was based primarily on institu- tional goals and priorities. Laws and directives established at the federal and local levels directed student affairs practice toward institutional priorities and goals, rather than toward the assessment of students' needs and interests. Two distinct factors appeared to lead to this conclusion: (1) the existence of a number of documents defining the clientele to be served by the division and/or services, delineating priorities in assisting students, and providing general guidelines for practice; and (2) the lack of theoretical-content support that could direct and reinforce student affairs practice toward the student-development approach. 3. An administrative approach was the most common pattern used in administering student affairs, regardless of the juridical structure--autarchy or foundation--of the university. In accordance 192 with the model to administer the student affairs division, the major functions of the directors of student assistance units were also associated with administrative requirements. Sixty-three percent of the functions reported by the directors were related to coordinat- ing, supervising, executing, planning, allocating resources, evaluat- ing, developing projects, organizing, and programming. Institutional support for and commitment to an administrative approach enabled the directors of student assistance units to engage primarily in administrative functions instead of gearing their func- tions toward an educational/developmental approach. This finding does not necessarily imply that student affairs units in Brazilian federal universities are not interested in the development of students. This result might be viewed from Ambler's (1980) perspective--that administrative procedures and educational/developmental functions are not dichotomous. 4. Student involvement in the unit's planning, administra- tion, and evaluation was not substantive. This finding is contrary to the professional literature in student affairs, which emphasized the involvement and participation of students in all phases of unit functioning (Brown, 1980; Miller & Prince, 1976). It is apparent that less-than-substantive involvement of students in the function- ing of units constitutes an impediment for student affairs prac- titioners in their movement from the current reactive and remedial approach to a proactive and developmental approach in which students are active participants in, instead of only recipients of, the ser- vices and programs developed by the institution. 193 5. The identification of an overlapping pattern for some activities. performed by student assistance units suggests that func- tions are many times performed independently of one another. More- over, the lack of interunit collaborative efforts may cause conflict between those services and programs duplicating similar activities. This finding is contrary to the recommendations of Hill (1974) and Mendenhall et al. (1983), who urged student affairs practitioners to develop an interactive action in which functions should be inter- related. Indeed, the paucity of intraunit collaboration constitutes a potential for undesirable lateral movement. Continued fragmenta- tion of institutional activities will not serve well the objectives of either the student affairs units or other university sectors involved in student assistance. 6. The professional training of directors of student assist- ance units was found to be diversified. Indeed, in many cases, these directors' professional training was in areas other than those related to the major activities performed by the unit. 0f the 11 categories of units studied, only four--counseling, health, legal assistance, and recreation--were headed by individuals who had received profes- sional training in the core areas designated by the units' titles. The variety of professional training reported fit, to some extent, the pattern of the administrative model (Ambler, 1980), which included a wide variety of professional training. This finding should be considered within the context of the peculiar characteris- tics of student affairs practice in Brazilian institutions of higher education, in which a defined professional status for the majority of 194 student affairs practitioners does not exist. This finding is com- patible with Penney's (1977) viewpoint: functions performed by student affairs practitioners as a part of a student affairs program are mainly the outlook and the assumptions of those who participate in the program. Recommendations This study was primarily descriptive in nature. It was designed to serve as a point of departure for further studies in the field of student affairs administration. Whereas the findings of this study may be of importance for federal universities located in northeastern Brazil, the conclusions may be of value to other Brazilian federal universities because the importance of a study of this nature is the practicality and applicability of the recommendations that result from the findings. Therefore, the following recommendations are made: At the Divisional Level 1. The organizational structure of student assistance units should be designed to facilitate the continued professional growth of the workers and to promote collaboration with other units at the divisional and institutional levels. 2. Common concerns, interests, and needs of student affairs practitioners should be systematically identified and corresponding professional-deve10pment programming be developed through the division of student affairs. 195 3. Resource consultants should be identified and used in developing regional meetings, workshops, and conferences sponsored by the division of student affairs. At the Unit Level 1. Student affairs practitioners should take the initiative by being proactive in developing their own human resources. Therefore, staff-development programs offer an excellent means of revitalizing student affairs staff, as well as student services and programs. 2. Alternative efforts other than in-service training should be used in staff development. Related on-campus workshops using out- side consultants should be emphasized; professional exchange programs could be considered. 3. Systematic and continuous evaluation should be emphasized as a means of improving unit performance. 4. Interunit and intraunit collaborative efforts should be a common practice in the units' functioning. 5. Student involvement and active participation in the units' functioning should be a primary assumption of student affairs administrators. For Future Research 1. Findings from this study afforded only a description of student affairs practice in the universities surveyed. Although the descriptive information provides a basis from which to speculate about what the field is, additional and more detailed analysis is neces- sary for the institution and for the practitioners themselves. For 196 example, regarding students, it would be useful to ascertain the effect of the activities conducted and tasks performed by student services and programs on student deve10pment. 2. The study revealed that a wide variety of professionals performed functions to carry out the objectives of the services and programs. Further investigation is needed to document this general finding. In addition, if professionally trained people are to work and provide leadership in the important area of the collegiate experience, questions about the best ways to prepare student affairs practitioners working in a variety of specialized functions need to be answered, and responses at both the local and federal levels should be addressed. The questions might be answered through research about requirements for the work, skills of practitioners, and needed compe- tencies for the job. 3. An effort should be made to involve in a similar study other groups of federal universities from different regions of Brazil. The instruments used in the present study should be reviewed to improve their degree of accuracy. Such research in the field of student affairs administration should be pursued vigorously throughout the entire country. Information collected from such studies should be made available to all individuals interested in student affairs work. This information would be helpful in informing and influencing policy makers in giving direction for the improved practice of the profes- sion. APPENDICES 197 APPENDIX A GEOGRAPHICAL LOCATION OF THE STUDY POPULATION 198 199 Geographical Location of the Study Population Amazonas Foundation Federal University of Amazonas Para Federal university of Para Haranpog Foundation Federal University of Maranhao Piaui Foundation Federal University of Piaui Ceara Federal University of Ceara Rio Grande do Norte Federal University of Rio Grande do Norte Paraiba Federal University of Paraiba Pernambuco Federal University of Pernambuco Federal Rural University of Pernambuco Alagoas Federal University of Alagoas Sergipe Foundation Federal University of Sergipe Bahia Federal University of Bahia APPENDIX B N MENCLATURE OF THE DIVISIONS SURVEYED AND TITLES AND CODES OF THE VICE-PRESIDENTS 200 201 Nomenclature of the Divisions_§urveyed and Titles and Codes of the Vice-Presidents PRO-REITORIA PARA ASSUNTOS ESTUDANTIS / SUPERINTENDENCIA ESTUDANTIL Pr6-Reitor para Assuntos Estudantis / Superintendente Estudantil DIVISION OF STUDENT AFFAIRS Vice-President for Student Affairs Informants' code: A, B, C, D, E PRO-REITORIA DE EXTENSAO E ASSUNTOS ESTUDANTIS Pr6-Reitor de Extensao e Assuntos Estudantis DIVISION OF EXTENSION AND STUDENT AFFAIRS Vice-President for Extension and Student Affairs Informant's code: F PRO-REITORIA DE EXTENSAO E ASSUNTOS COMUNITARIOS Pr6-Reitor de Extensao e Assuntos Comunitarios Division of Extension and Community Affairs Vice-President for Extension and Community Affairs Informant's code: G PRO-REITORIA PARA ASSUNTOS COMMUNITARIOS Pr6-Reitor para Assuntos Comunitarios DIVISION OF COMMUNITY AFFAIRS Vice-President for Community Affairs Informant's code: H 1" APPENDIX C PORTUGUESE AND ENGLISH VERSIONS OF THE STRUCTURED INTERVIEW (a) 202 203 STRUCTURED INTERVIEW (a) Question l--What documents direct the policy for student affairs in your Division? Question 2--What are the three major focal points of institutional policy for student assistance in your university? Please indicate, using rank of importance. ____ To promulgate federal legislation concerning student affairs ___ To attend institutional goals To promote the participation of student representatives in the planning and implementation of programs and services To facilitate student participation in cultural and artistic actions ____To facilitate student participation in extracurricular activities ___ To encourage athletic participation ___ To provide financial aid to needy students ___ To promote the participation of students in community programs ___ Other, please specify Whatever the answer: What is the institutional reason to place emphasis upon (repeat the statement chosen in first place) Qpestion 3--Is there an institutional policy for the integration of student affairs objectives into university goals? YES or NO If Yes, What conditions exist at the institutional level to make such integration possible? If No, Please elaborate upon the conditions. Question 4--The Federal University of is consti- tuted as . Does the juridical structure of the univer- sity influence the goals of the Student Affairs Division? 204 Question 5--Can you say that the juridical structure of your university determines the model for administering student services and programs? Whatever the answer: Please comment upon that question. Qpestion 6--Please indicate which of the following are affected by the juridical structure of your university: ____Composition of student affairs staff ___ Extent of student services and programs ____Variety of services and programs offered to students Cooperation between student assistance units and community agencies ____Number of student affairs workers allocated to student assistance units ___ Participation of students in the implementation of services and programs Inclusion of student representatives in the planning and evaluation of services and programs ___ All of the above _ None ____Other, please specify Question 7--At the institutional level, is the articulation of student services and programs a goal to be achieved? YES or NO If Yes: What changes in the student assistance system are necessary to promote such articulation? Question 8--Is there an institutional policy that encourages the cooperation between student assistance units and community agencies? YES or NO If Yes: What is the major reason for developing such a kind of cooperation? What are the advantages in developing such a kind of cooperation? 205 ENTREVISTA ESTRUTURADA (a) Questao l--Que documentos orientam a politica de atuacao dessa Pr6-Reitoria no que concerne a assistencia estudantil? Questao 2--Quais $30 05 trés objetivos mais focalizados pela Pr6-Reitoria em relacao a assistencia estudantil? Por favor, indique por ordem de importancia. Cumprir legislacao federal quanto aos servicos e programas de assistencia ao estudante Atender aos propdsitos da Universidade Favorecer a pratica de atividades extra-curriculares ____Promover a particiapacao de representantes do corpo discente no planejamento e execucao dos servicos e programas vinculados a essa Pr6-Reitoria .___ Facilitar a participacao de estudantes em atividades artfsticas e culturais ____Incentivar a pratica de atividades esportivas Prestar assisténcia financeira a alunos carentes Promover a participacao de estudantes em programas da comunidade anlguer que seja a resposta Qual a razao para dar mais énfase em Questao 3--Existe, a nfvel de universidade uma polftica oficial para integrar os objetivos de Unidades como , , e aos propdsitos da Universidade? SIM or NAO Em caso afirmativo Que condicdes existem para tornar essa integracao possivel? Em caso negativo Por favor, fale um pouco mais sobre essas condicdes. 206 Questao 4--A Universidade é constituida como uma . Em que sentido, a estrutura juridica da universidade influencia os objetivos dos servicos e programas vinculados a essa Pro-Reitoria? Questao 5--Pode-se dizer que a estrutura juridica da sua univer- sidade etermina o modelo ou modelos adotados na administracao de servicos e programas para o estudante, e que funcionam sob a respon- sabilidade dessa Pr6-Reitoria? SIM or NAO Qpalquer Que seja a resposta Por favor, comente sobre sua resposta Questao 6--Por favor, indique quais dos aspectos listados nessa ficha $50 a etados pela estrutura juridica da universidade. ____Composicao das equipes das unidades de assisténcia ao estudante ____Abrangéncia dos servicos de assisténcia ao estudante ___ Variedade de programas oferecidos aos estudantes ____Cooperacao entre unidades assistenciais a agéncias da comunidade ____Numero de especialistas alocados para as unidades assistenciais Participacao de representantes do corpo discente no planejamento e avaliacao das atividades realizadas pelas unidades assistenciais ___ Envolvimento de estudantes na implementacao de programas e servicos ____Todos ____ Nenhum ___ Outro(s) Por favor, especifique Questao 7--A nivel institucional, a articulacao dos servicos e programas de assisténcia ao estudante é vista como um objetivo a ser atingido? SIM or NAO Em caso afirmativo Que mudancas no atual sistema de assistencia ao estudante serao necessarias para promover essa articulacao? 207 Questao 8--Existe uma politica institucional visando a cooperacao entre unidades de assisténcia ao estudante e agéncias da comunidade? SIM ou NAO Em caso afirmativo Qual a maior razao para esse esforco cooperativo? Qual a maior vantagem em desenvolver esse tipo de cooperacao? APPENDIX D PORTUGUESE AND ENGLISH VERSIONS OF THE STRUCTURED INTERVIEW (b) 208 209 STRUCTURED INTERVIEW (b) Question l--What documents direct the student assistance policy in your sector? Question 2--What are the three main objectives regarding student assistance? Question 3--What services and programs are offered to students by your sector? Question 4--Is there an official policy for the integration of student services and programs into a global plan of action to assist students? YES or NO If Yes: What conditions exist to make such integration possible? What changes in the student assistance are necessary to promote such integration? If No: Please elaborate upon these conditions. Question 5--Is there an official policy that encourages the cooperation between student assistance units and community agencies? YES or NO If Yes: What is the major reason for developing such a kind of cooperation? What is the major advantage in developing such a kind of coopera- tion? Question 6--Please indicate which of the following are accepted by your sector as an integral part of the administration of student services and programs. ____Participation of students in planning the activities ___ Articulation between the services and programs of your sector and other student assistance units of the university ___ Participation of students in the evaluation of activities ___ Involvement of students in the implementation of services and programs ____None ___ Other, please specify 210 ENTREVISTA ESTRUTURADA (b) Questao l--Que documentos orientam a atuacao do seu setor no que concerne a assisténcia estudantil? Questao 2--Quais 530 as tres objetivos mais focalizados pelo seu setor na prestacao de assistencia ao estudante? Questao 3--Quais os servicos e programas oferecidos pelo seu setor? Questao 4--Existe uma politica oficial para integrar os servicos e programas num plano global de assistencia ao estudante? SIM ou NAO Em caso afirmativo Que condicfies existem para tornar essa integracao possivel? Que mudancas no atual sistema de assistencia ao educando serao necessarias para promover essa integracao? Em caso negativo Por favor, fale um pouco mais a esse respeito. Questao 5-—Existe uma politica oficial visando a c00peracao entre unidades de assistencia ao estudante e agencias da comunidade? SIM ou NAO Em caso afirmativo Qual é a maior razao para esse esforco cooperativo? Qual é a maior vantagem em desenvolver esse tipo de cooperacao? Questao 6--Por favor indique quais dos aspectos listados nessa ficha s o aceitos pelo seu setor como parte integrante da administracao dos servicos e programas de assistencia ao estudante. ____Participacao de estudantes no planejamento das atividades Articulacao dos servicos e programas com outras unidades assisten- ciais da Universidade ___ Envolvimento de estudantes na implementacao de servicos e programas ____Nenhum ____Outro(s) Por favor, especifique APPENDIX E PORTUGUESE AND ENGLISH VERSIONS OF THE UNSTRUCTURED INTERVIEW 211 212 UNSTRUCTURED INTERVIEW PART ONE Question l—-In your Opinion, what objectives would guide the assistance for college students? Question 2--Regarding the "assistance approach," what objectives would guide the student services and programs? Question 3--Regarding the "promotion approach," what objec- tives woqu guide the student services and programs? Question 4--Based on the content of some interviews conducted with the vice-presidents for student affairs, it appears there exists a trend to emphasize the "promotion approach" regarding student affairs policy at the institutional level. What conditions exist, in the current system of federal univer- sities, to allow the ad0ption of such an approach? Question 5--What changes in the current system of student assist— ance would be necessary to allow the adoption of a "promotion approach" in determining the student affairs policy? PART TWO Question l--In your Opinion, can extension activities be cate- gorized as a student service? Question 2--I have learned that the federal universities located in northeastern Brazil are developing a project to establish a network for culturalactivitiesfor which you are the coordinator. What purposes guide that project? Question 3--In the short run, what will be the result of such a project? Question 4--In the long run, what is expected from that project? Question 5--Concerning the college student specifically, what is the major advantage in developing a network for cultural activities? 213 ENTREVISTA NAO ESTRUTURADA PRIMEIRA PARTE: uestao l--Na sua opiniao, que objetivos deveriam nortear a assistenCia ao estudante? Questao 2--Em relacao a 'linha assistencial,‘ que objetivos deveriam nortear os servicos e programas para estudantes? Questao 3--Em relacao a 'linha promocional,’ que objetivos deveriam nortear os servicos e programas para estudantes? uestao 4--Baseado no conteddo de algumas entrevistas realizadas com Pro-Reitores para Assuntos Estudantis, parece existir uma tendéncia para assumir uma linha promocional em relacao a politica de assistencia estudantil. Que condicfies existem, dentro do atual estrutura universitaria para permitir a adocao dessa linha? Questao 5--Que mudancas no atual sistema de assistencia seriam necessarias para permitir a adocao de uma politica promocional para a assistencia ao estudante? SEGUNDA PARTE: Questao l--Na sua Opiniao, atividade na area de extensao pode ser categorizada como servico para estudante? uestao 2—-Tenho conhecimento que as universidades federais do nordeste estao desenvolvendo um projeto denominadoA“Circuito Univer- sitario de Cultura do Nordeste (CUCA); do qual voce é o coordenador. Que propésitos norteiam a criacao desse circuito? Questao 3--A curto prazo, o que produzira o projeto CUCA? Questao 4--A longo prazo, o que se espera do projeto CUCA? Questao 5--Falando especificamente sobre o aluno universitario, qual a maior vantagem para se desenvolver esse tipo de projeto? APPENDIX F PORTUGUESE AND ENGLISH VERSIONS OF THE QUESTIONNAIRE 214 215 QUESTIONNAIRE ANALYSIS OF STUDENT SERVICES AND PROGRAMS Objectives of the Study and the Questionnaire The general objective of this study is to analyze the student assistance at selected Brazilian federal universities. Specifically, the questionnaire intends to collect information: (a) to determine and delineate purposes and objectives of student services and programs; (b) to characterize functions of the directors of student assistance units; (c) to characterize human resources and units' performance; and (d) to identify the activities carried out by the student services and programs. Information Concerning the Questionnaire The questionnaire is divided into four sections. All questions provide space for answers, either by filling in appropriate spaces or by selecting alternative answers. It is suggested that you use the back of the sheet to complement responses as necessary. Confidentiality of the sources of information collected through this questionnaire, and the identity of the respondents, is assured. Functional identification, when solicited, will be used to character- ize constitution of staff, to determine staff performance, and/or to determine comprehensiveness of the student assistance units' work. This study is designed to focus upon services and programs at the institutional level, and it does not focus upon the individuals who work in the units surveyed. I Each page of the questionnaire contains a code: control, unit and section. Control refers to the institution surveyed; unit refers to the services and programs; and section identifies the parts of the questionnaire. THANK YOU VERY MUCH FOR YOUR VALUABLE COLLABORATION. 216 Control ____ Unit ____ Section ____ SECTION I--CONCEPTUALIZATION OF STUDENT ASSISTANCE UNITS Objective: To outline purposes and objectives of student services and programs. 1. Does the Unit have a written statement of purposes? (Check one alternative) ( ) 1. Yes ( ) 2. No If Yes la. Indicate who is responsible for the document. (Check all that apply) ( ) 1. Department of Higher Education (SESu/MEC) ) 2. Coordination of Student Assistance (CAE/MEC) ( ) . Division of Student Affairs ( ) . The Unit itself ( ) ther(s)-~Specify 0-350) 2. Indicate the three major purposes of the Unit. 1. 3. Is there a document describing the various activities developed by the Unit? (Check one alternative) ( ) 1. Yes ( ) 2. No If Yes 3a. Does the document specify the professional requirements for the activity? (Check one alternative) ( ) 1. Yes ( ) 2. No 3b. 6a. 7a. 217 Control ____ Unit Section : If Yes Indicate the sector that is responsible for the document. (Check all that apply) ( ) 1. Department of Higher Education (SESu/MEC) . Coordination of Student Assistance (CAE/MEC) Division of Student Affairs . The Unit itself Other(s) Specify AAAA VVVV U1 h (A) N What are the major factors that facilitate the accomplishment of the Unit's purposes? 1. 2. 3. What are the three major factors that impede the accomplishment of the Unit's purposes? 1. 2. 3. Would the adoption of new administrative approaches contribute to greater achievement of the Unit? (Check one alternative) ( ) 1. Yes ( ) 2. No If Yes Indicate what approaches would be adopted by the Unit. Are there some specific objectives the Unit plans to work toward in the future? (Check one alternative) ( ) 1. Yes ( ) 2. No If Yes Indicate some of those objectives. SECTION II--DIRECTORS OF STUDENT ASSISTANCE UNITS 218 Control Unit Objectives: To characterize the professional preparation and the position of student assistance unit directors. Instructions: Fill in appropriate spaces. 8. 9. 10. 11. 12. 13. Title of the position. Section :ZZ: Professional training of respondent. Academic Degree Title of Course . Undergraduate . Specialization . Master . Doctorate 01-wa-4 Other(s) Specify General function. (Briefly describe your basic activities) Specific responsibilities. (List three major responsibilities of your position) 1. 2. 3. Qualifications. (List three major professional requirements for your position) 1. 2. 3. Lateral relations. (Indicate other positions or units with whom you relate laterally) 219 Control Unit __ Section ____ SECTION III--STUDENT ASSISTANCE UNITS Objectives--To identify the human resources allocated to the Unit and to determine staff's performance. 14. Population served by the Unit. (Check all that apply) ) l. Undergraduate students . Graduate students Foreign students Transfer students Freshmen Physically disabled students Financially needy students Other(s) Specify AAAAAAAA m \l 0‘ 01 b (A, N . . . . . . VVVVVVV 15. Is there an official handbook on policies and guidelines for the Unit? (Check one alternative) ( ) 1. Yes ( ) 2. No If Yes 15a. Indicate the source of the handbook. (Check all that apply) ( ) 1. Department of Higher Education (SESu/MEC) ( ) 2 Coordination of Student Assistance (CAE/MEC) ( ) 3. Division of Student Affairs ( ) 4. The Unit itself ( ) 5. Other(s) Specify 220 Control Unit . . , Section 16. Characterization of Unit staff. (Specify for each staff member) Allocation Na . ture of Work of Time 0 : ProfeSSional .9 c : Preparation -g .2 g ,2 g 1; ‘- "-’ ’f' +4 w- 01> «0-3 0‘5 Cl H CO V) Ew- U) U) W C C U 44 w- "-60 L L 'k .,— 0!- ~r- 3 0- > ‘3 +4: 3 3 '2‘ C: “D C S. :3 S. S- r— O O S- ‘I- S— C +9 m OJ 0) PL) .2 .C Q) E 0 M U) C D. .: r-x .: 'D O r— C O 3 +4 :LU O O +4 < U G. 0—4 L.) in O LLV V N O oowmui-wa—a * ther (Specify) **Other (Specify) 17. Staff development efforts of the Unit. (Check all that apply) ( ) l. In-service training ( ) 2. Participating in internal workshops ( ) 3. Attending professional seminars ( ) 4. Other(s) Specify 18. 19. 20. 21. 221 Control Unit Section : Involvement (If student representatives in Unit activities. (Check all that apply) ( ) 1. Participation in activities planning ( ) 2. Participation in the administration of services and programs ( ) 3. Participation in workshops sponsored by the Unit ( ) 4. Participation in the evaluation of Unit activities ( ) 5. Other(s) Specify Nature of Unit planning. (Check all that apply) ( ) 1. Particular to student assistance unit only. ) .Integrated with other units within the Division .Integrated with other services and programs of the institution .Collaborative with student representatives .Other(s) Specify AA AA SIT-h wN ) ) ) Frequency of evaluation of Unit staff. (Check all that apply) ( ) 1. Monthly .Quarterly . Semiannually . Annually . Other(s) Specify AAA/K vvvv 01 h (A) N Practice of Unit evaluation. (Check all that apply) ( ) 1. Particular to the student assistance unit only . Integrated with other units within the Division . Integrated with other services and programs of the institution . Collaborative with student representatives . Other(s) Specify AA AA vv vv 01 b (A) N 222 Control ____ Unit ____ Section ____ 22. Collaborative effort developed between the Unit and other services and programs within the Division. (Specify for each service and program) Title of Services and Programs Collaboration Duration of ReqUired by Collab.‘ C O l— 'f- U ('5 H C C C 3 O a: O ‘k +4 'r- '1! C 'r- -¥ w- U1 S- D m S- +—‘ w- «OJ Q) E M OJ 0'! > °P .C U .C C 'l- C H a) U +1 0—: CD D O Q C O 1 2. 3. 4 5 *Other (Specify) **Other (Specify) 23. Services and programs attached to another Division(s) with which the Unit acts conjointly. (Specify for each service and program) Title of Services and Programs Collaboration Duration of ReqUired by Collab. C O F' °I- H G H C C C 3 O G) 0 it 44 w- 'k C '0- '3 'l- V) S- M W S— «H w- 44 m E (U (D m > 'I- .C U .C C 't- C +3 Q) U «Ii-l H D D O n. O O 1 2 3. 4 5 *Other (Specify) **Other (Specify) 223 Control Unit Section SECTION IV-«ACTIVITIES DEVELOPED BY STUDENT SERVICES AND PROGRAMS Objective: To identify activities carried out by the Unit. Instruction: Mark with "X" those statements that describe the Unit's activities. ( ) 24. Assisting student adjustment and integration into the college environment. ( ) 25. Providing services to help students discover their interests, abilities, and objectives. ( ) 26. Facilitating students' personal development through the par- ticipation in religion, group relationships and social activities. ( ) 27. Assisting physically disabled students. ( ) 28. Assisting students toward higher academic achievement through the improvement of study methods. ( ) 29. Providing health services for students. ( ) 30. Offering orientation programs for foreign students. ( ) 31. Providing housing services for students. ( ) 32. Keeping academic record during students' college life. ( ) 33. Supervising health programs. ( ) 34. Providing food services for students. ( ) 35. Supervising housing programs. ( ) 36. Promoting educational health programs for students. ( ) 37. Facilitating students' involvement in athletic activities. ( ) 38. Developing proposals and submitting requests for financial assistance for needy students. ( ) 39. Supervising athletic programs. ( ) 40. Supervising food services. ( ) 41. Making student records available to student assistance staff. ( ) 42. Assisting students with psychological problems. ( ) 43. Developing programs to respond to students' needs in coopera- tion with other assistance units. . Providing cultural opportunities and programs for students. . Providing for the participation of students in the implementa- tion of the Unit activities. AA vv hp 01-h 53. 54. 55. 56. 57. 58. 59. 60. 224 Control ____ Unit Section : . Programming social activities that fit student interests. . Offering orientation program for freshmen. . Articulating academic learning and professional experience. . Coordinating financial aid for needy students. . Offering orientation programs for transfer students. . Encouraging students' participation in the Unit activities. . Promoting student participation in the planning of the Unit activities. Keeping students informed about job opportunities. Engaging student representatives in Unit evaluation. Keeping students informed about current and new services and programs available to them. Working with connmnity agencies in develOping programs to help financially needy students. Engaging Unit representative in the institution's general planning. Dealing with medical problems that might impair students' ability to learn. Offering counseling services for students. Other(s) Specify: 225 QUESTIONARIO ANALISE DE SERVICOS E PROGRAMAS PARA ESTUDANTES Objetivos de estudo e do guestionario O objetivo geral desse estudo é analisar a assistencia estudantil nas universidades federais brasileiras. Especificamente, o questionario visa: (a) delinear propésitos e objetivos de servicos e programas; (b) caracterizar funcbes de diretores de unidades de assistencia ao estudante; (c) caracterizar os recursos humanos e modos de atuacao das unidades; e (d) identificar atividades desenvolvidas pelos servicos e programas. Esclarecimentos sobre o questionario O questionario é dividido em quatro seccBes. Todas as questBes oferecem espaco para resposta, seja pelo preenchimento de espacos apropriados ou pela selecao de alternativas. Solicita-se que seja usado o verso de cada folha para complementacao das respostas, caso 0 espaco indicado na questao seja insuficiente. O tratamento dos dados obedecera ao critério de confidenciali- dade, no sentido de resguardar a identidade pessoal do respondente. A solicitacao de identificacao, quando pedida, sera usada para caracterizar constituicao de equipes, determinar linhas de atuacao e/ou abrangencia das unidades assistenciais. O estudo enfocara servicos e programas a nivel de instituicao e n50 as pessoas que atuam nos mesmos como administradores ou membros de equipes. Cada pagina do questionario usara c6digos referentes a controle, unidade e seccao. Controle, refere-se a instituicao; unidade, diz respeito ao servico ou programa; e, seccao, identifica as partes do questionario. ANTECIPADAMENTE AGRADECO A SUA VALIOSA COLABORACAO. 226 Controle Unidade '——— Seccao SECCAO I--CONCEITUACAO DE UNIDADES ASSISTENCIAIS Objetivo: Delinear propésitos e objetivos de programas e servicos de la. 3a. assisténcia a0 estudante. Existe algum documento expondo os propdsitos da Unidade? (Assinale uma alternativa) ( ) 1. Sim ( ) 2. N50 Em caso afirmativo Indique o setor responsavel pela elaboracao do documento. Assinale as alternativas apropriadas) .Secretaria do Ensino Superior (SESu/MEC) .Coordenacao de Assistencia ao Estudante (CAE/MEC) .Pr6-Reitoria para Assuntos Estudantis A pr6pria Unidade ( ( ( E ( .Outro(s)--Especifique VVVVV f” b (A) N ‘4 Indique os trés principais objetivos da Unidade. a. Existe uma descricao das diversas atividades desenvolvidas pela Unidade? (Assinale uma alternativa) ( ) 1. Sim ( ) 2. N50 Em caso afirmativo O documento estabelece as qualificacfies profissionais requeridas para o desempenho das atividades? (Assinale uma alternativa) ( ) 1. Sim ( ) 2. N50 3b. 6a. 7a. 227 Controle Unidade Secc50 Em caso afirmativo Indique o setor responsavel pela elaborac5o do documento. (Assinale as alternativas apropriadas) . Secretaria do Ensino Superior (SESu/MEC) . Coordenac5o de Assisténcia a0 Estudante (CAE/MEC) . Pr6-Reitoria para Assuntos Estudantis . A prdpria Unidade . Outro(s)--Especifique AAAAA vvvvv UT -h Q, N —" Relacione trés fatores que tem facilitado a realizac5o dos objetivos da Unidade. C. Relacione tres fatores que tem dificultado a realizac5o dos objetivos da Unidade. a. C. A adoc50 de novos métodos administrativos poderia contribuir para um melhor desempenho da Unidade? (Assinale uma alternativa) ( ) 1. Sim ( ) 2. N50 Em caso afirmativo Indique que métodos poderiam ser adotados pela Unidade. Existem novos objetivos para os quais a Unidade pretende voltar-se no futuro? (Assinale uma alternativa) ( ) 1. Sim ( ) 2. N50 Em caso afirmativo Indique alguns desses objetivos. SECCAO II--DIRETORES DE UNIDADES ASSISTENCIAIS Secc5o Objetivos: Caracterizar a formac5o profissional e o cargo de diretor 228 Controle Unidade O. (D unidades de assisténcia a0 estudante. Instrug5o: Preencha os espacos apropriados. 8. 9. 10. 11. 12. 13. Titulo do cargo ou func5o Titulac5o academica do responsével pela Unidade. Grau académico Titulo do Curso . Graduac5o Especializac5o . Mestrado Doutorado Outro (Especifique) mth—J Func5o)geral (Descreva de forma sucinta as atividades basicas da func5o Responsabilidades (Indique trés maiores responsabilidades de sua func5o a. b. c. Qualificacfies (Indique trés maiores exigéncias de qualificac5o profissional requeridas pela sua funcao a. b. c. RelacBes laterais (Indique outros cargos ou unidades com as quais sua func5o se relaciona diretamente) 229 Controle ____ Unidade Secc5o SECCAO III--UNIDADES DE ASSISTENCIA ESTUDANTIL Objetivos: Identificar recursos humanos da Unidade e determinar modos de 14. 15. 15a. atuac5o da equipe. Populac5o servida pela Unidade. Assinale as alternativas apropriadas) . Estudantes de graduac5o . Estudantes de pds-graduac5o . Estudantes estrangeiros Estudantes transferidos . Estudantes calouros . Estudantes portadores de deficiéncias ffsicas Estudantes carentes financeiramente . Outro(s)--Especifique ( ( ( ( ( ( ( ( ( vvvvvvvv (I) \l Oi 01 b (A) N —" Existe algum manual oficial destinado a orientar a atuac5o da Unidade? (Assinale uma alternativa) ( ) 1. Sim ( ) 2. N50 Em caso afirmativo Indique a fonte do manual. (Assinale as alternativas apropriadas) . Secretaria do Ensino Superior (SESu/MEC) . Coordenac5o de Assisténcia a0 Estudante (CAE/MEC) . Pr6-Reitoria para Assuntos Estudantis . A pr6pria Unidade . Outra(s)--Especifique AAA/NA wvvwv U" h (A) N -" 230 Controle ____ Unidade _ ~ . Seccao l6. Caracterizacao da equipe. (Especifique para cada membro da equipe) DistribuicSo Natureza do trabalho do tempo Qual ificac5o "3 o 3 m profissional m 2m 2 ., o S. U Q) 0 S- no +9 m E "O o m m m V) C m U H w- «5 f6 it 'r- O) "5 3 F- > 'k L S- 'k C 'D Q) S- : L- O O O O .,_ S. C 44 m (I) S- ' .C .C L. E O (U m C C. 4-1 LIJ +3 '0 D r- : O 3 3 ' O O 3 < L.) a H L) U) 0 D d: N O l. 2. 3. 4. 5. 6. 7. *Outro **Outro l7. Esforcos para desenvolvimento profissional da equipe. (Assinale as alternativas apropriadas) ( i l. Treinamento em servico ( 2. Participac5o em grupos de estudos promovidos pela Unidade ( ) 3. Atendimento a seminarios/encontros de caréter profissional ( ) 4. Outro(s)--Especifique 18. 19. 20. 21. 231 Controle Unidade Secc5o Envolvimento de representantes do corpo discente has atividades da Unidade. (Assinale as alternativas apropriadas) ( ) l. Participac5o no planejamento de atividades ( ) 2. Participac50 na administrac5o de programas e/ou servicos . Participac5o em grupos de estudos promovidos pela Unidade . Participac5o na avaliac5o das atividades da Unidade . Outro(s)--Especifique AAA vvv 01 h (A, Planejamento adotado pela Unidade. Assinale as alternativas apropriadas) ) l. Exclusivo para a Unidade . Integrado com outras unidades da mesma Pr6-Reitoria Integrado com outros servicos ou programas da Universidade Colaborativo com representantes do corpo estudantil Outro(s)--Especifique vvvv 01 43 00 N Frequencia da avaliac5o da equipe. (Assinale as alternativas apropriadas) ( ) l. Mensal . Bimestral Semestral Anual Outra(s)-—Especifique AAAA vvvv Ui h (A) N Sistema de avaliac5o da Unidade. (Assinale as alternativas apropriadas) ( ) 1. Particular para a Unidade ( ) . Integrado com outras unidades da mesma Pr6-Reitoria . Integrado com outros servicos ou programas da Universidade . Colaborativo com representantes do corpo estudantil . Outro(s)--Especifique AAA vvv m b (A) N 232 ControIe Unidade 22. Esforco colaborativo desenv01vido entre a Unidade e Seccao outros servicos e programas dentro da . (Especifique para cada programa ou servico) Colaboracao ~ . Dura a requer1da por C o Denominacao dos Servicos m m e Programas “g 'g a 'O O +4 '— ... .5.) C M m w- Q) Q) C ‘K S»- Q) 'U 'k C O 4‘ Q) a: I'd f6 w 'v- m > I “o s. E m s. w— ‘ O ‘F' H S- CU H C S. C 3 O) U :3 :3 O. D O CL C O 1 2. 3. 4 5 O *0utra **0utra 23. Servicos e programas vinculados a outros setores da Universidade com os quais a Unidade atua conjuntamente. (Especifique para cada servico ou programa) C01aboracao ~ . ra ao requer1da por Du c Denominacao dos Servicos m m e Programas '8 'E m '00 HI— ..._.p CM Vin-w UC‘K S-QJ'U'I‘CO‘R 2%32632 'e‘ezsé'“: :QDOD-SO 1. 2. 3. 4. 5. *0utra **0utra 233 Contr01e Unidade Seccao SECCKO IV--ATIVIDADES DESENVOLVIDAS PELOS SERVICOS E PROGRAMAS Objetivo: Identificar atividades executadas pe1as unidades de assisténcia ao estudante. Instrugao: Marque com um X as frases que descrevem as atividades desenv01vidas pe1a Unidade. ( ) 24. Assistir ao estudante no seu ajustamento e integracao ao ambiente universitario. ( ) 25. Assistir estudantes na identificacao de seus interesses, habiIidades e objetivos educacionais. ( ) 26. FaciIitar o desenv01vimento pessoal dos estudantes através de sua participacao em atividades reIigiosas, grupais e sociais. ( ) 27. Prestar assisténcia a estudantes portadores de deficiéncias ffsicas. ( ) 28. Assistir o estudante a a1cancar um me1hor desempenho académico pe10 aprimoramento de habitos de estudos. 29. Pr0porcionar servicos de safide para estudantes. ' 30. Orientar estudantes estrangeiros. 31. Oferecer programa de alojamento para estudantes. 32x Manter registro sobre a vida academica dos estudantes. 33. Supervisionar programas de saGde. 34. Oferecer servico de a1imentac§o para estudantes. 35. Supervisionar residéncias universitarias. 36. Promover programas educativos de safide para estudantes. 37. Promover condicoes para a pratica de atividades esportivas. 38. Desenvolver projetos de ajuda financeira para a1unos carentes. 39. Supervisionar programas esportivos. 4£L Supervisionar programas de alimentacao para estudantes. 41.‘Tornar o registro esc01ar dos estudantes disponfve] para profissionais da area de assisténcia ao estudante. ( ) 42. Atender estudantes que apresentam problemas psicologicos. ( ) 43. Desenvoher programas em cooperacao com outras unidades. visando atender as necessidades dos estudantes. ( ) 44w Oferecer programas culturais para estudantes. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 234 Contr01e ___ Unidade Seccao Promover o envolvimento de estudantes na implementacao das atividades desenvolvidas pela Unidade. Programar atividades sociais de acordo com os interesses dos estudantes. Oferecer programa de orientacao para alunos ca10uros. Articular a parte académica com a experiéncia profissional do curso. Coordenar a ajuda financeira para alunos carentes. Oferecer programa de orientacao para a1unos transferidos de outras instituicoes. Incentivar a participacao de estudantes na execucao de atividades desenv01vidas pela Unidade. Promover a participacao de estudantes no p1anejamento das atividades desenvolvidas pe1a Unidade. Divu]gar informacoes sobre oportunidades de trabalho. Facilitar a participacao de representantes do corpo discente na avaliacao das atividades desenvoIvidas pela Unidade. Manter o estudante informado sobre servicos e programas oferecidos pe1a Universidade. Trabthar com agéncias da comunidade no desenv01vimento de programas para alunos carentes. Engajar representes da Unidade nas equipes de planejamento da Universidade. Lidar com prob1emas na area médica que podem interferir na aprendizagem do estudante. Oferecer servicos de aconseIhamento psic016gico para estudantes. Outra(s). Especifique: APPENDIX G TELEX OF ADVANCE NOTICE 235 236 TELEX OF ADVANCE NOTICE To: President of the Federal University of Alagoas From: President of the Federal University of Paraiba I request that the distinguished President receive this coming December 2, Zilda de Azevedo Pontes, who is a faculty member of the Federal University of Paraiba. She wants to conduct a sur- vey about student services and programs through interviews and questionnaires regarding her doctoral dissertation at Michigan State University. Thank you for your reception of our professor. Berilo Ramos Borba, President of the Federal University of Paraiba 237 ~ma—.—p.m~ , nah: «Chumz wDO OHZNZHIAOU< 04mm mOHzmzHomnHZD 082:6 o whzmomuc ommoo wOnmmm ammom (mHDGmmm momam¢Hzm mkz m nah: (Emma mMonm ODM>NN< uz= «chum: «Mummg - $5: <55 w5_z= onmzous <>~h hm chzmz<¢o~=oa umuh_<:m c>uh<4m¢ ahzamm< cozu~< (ad—N (sawmumaaa ~z= cohuuz UIIHIUII <4_za u.,.|pc..v .- mdw APPENDIX I SUMMARY OF THE INTERVIEWS WITH VICE-PRESIDENTS FOR STUDENT AFFAIRS 241 242 mcaupau new cowamusum we chmwcwz mg» Eogm mucmssuoo cowmw>wc asp op uwwwumam mcomumpzmmm mzmpuzn zawmcw>wca I «caupau can cowumuanm cowww>wu mg» on owwmumam mcowumpamwm we acummcwz mcu Eogw mucmssuoo mzmpuzn auwmgm>wca w Awm mama .copumposc mmmv cowumpaaoa pcmuaum on“ uzonm mxm>cam szccmwm mzwpuxn hummcm>wcz u mcoz cowmw>wn mgu op owewumam mcowpmpaumm mzmpuxn auwmcm>mca m Aww mama .comumpoac mwmv mcsupau can comumuzum do xgumwcwz mg“ soc» mucmsauoo cowmm>wc mg» op uvwwumam meowumpzmmm m3mpumn xuwmcm>mca a mc:u_:u can cowumuzvm we zcumwcwz Eocm magmasuoo compom we cmpa m.:owu:uwumcm mepuxn xuwmcm>wcs u muumnocg mecouumm cowmw>wn one o» u_wwumam mcomumpsmwm :o_uum mo cmpa m.cowu=pwumcm m mcoz corpum do cmpa m.:owu:uwum:~ < mpcwszooo newscowc~ cowuascoccc pacowpwuu< . t ‘l'lil' Ncowmw>wu caox . .ATAIII l .4 III III .II I I '11: . 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