Special Guest IASAS Edition: Issues and Challenges in Student Affairs and Services Around the World
Notice bibliographique
Résumé
The mission of the International Association of Student Affairs and Services (IASAS) isto serve “as a global advocate for students in higher education, student affairs and services practitioners, and the profession itself” (IASAS, 2017). It seems appropriate that the specialedition of JSAA focuses on issues and challenges in student affairs and services around the world. IASAS was formed from the awareness of and need for a global network for student affairs and services. It was in the mid-90s that the leadership in professional associations and institutions, along with key individuals, began to recognise a need for growth. It was the leadership within IASAS, specifically Roger Ludeman and his colleagues, who pushed for dialogue, connection, and networking around the world. Since its establishment and the recognition of the internationalisation of higher education, we have seen an increase in literature, meetings, presentations, and a general interest in global issues within the field of student affairs and services. Global professional organisations such as IASAS are providing a space for professionals to engage with one another, to share common issues and concerns, and to dialogue with colleagues around the world. Events such as the Global Summits that have taken place over the past few years and other national, regional, and international professional conferences are allowing the sharing of knowledge, ideas, and best practices. Moreover, with journals such as JSAA, the field of student affairs and services is starting to hear more voices ofprofessionals, and learn of both common and new issues and challenges within the fieldaround the world. Due to this growing shift in perspective, this issue highlights a few of those challenges as well as providing reviews of resources available to better our own understandings of student affairs and services around the world, and how we support our students. Authors in this issue as well as scholars are discussing the topic of professionalisation, training ofstudent affairs staff, and the continual emphasis on students. We received submissions fromSouth Africa, Botswana, China, and the USA with a total of five articles and three reviews of seminal works.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».