Rethinking Student Government for Larger Universities

Alexander, William M.

doi:10.1080/00221546.1969.11773352

Cited by 4 publications

(5 citation statements)

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“…But it is unknown how many of these individuals pursue careers in higher education or student affairs (HE/SA). While we know a lot about the histories of student government as a functionality of a college campus (Alexander, 1969;Bloland, 1961;Dungan & Klopf, 1949;Frederick, 1965;Klopf, 1960), and the experiences of new professionals and graduate students in HE/SA (Hall, 2014;Renn & Hodges, 2007;Tull, Hirt, & Saunders, 2009), this study illuminates the intersection of those serving specifically as SBP who are now working in HE/SA. Using a phenomenological research approach, I ask the question: What is the lived experience of former Student Body Presidents working in higher education or student affairs?…”

Section: Presidents As Practitioners: the Lived Experience(s) Of Former Student Body Presidents Working In Higher Education Student Affaimentioning

confidence: 86%

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2021

JCAPS

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It focuses on publishing rigorous, relevant, and respected scholarship related to postsecondary education cocurricular campus activities, and translating such scholarship to practice. It especially encourages submissions from practitioners throughout higher education. Typical submissions to the journal cover topics such as: Student and leadership development within campus activities Programming within a diverse and multicultural campus Advising students and their organizations Campus programming, governance, and/or funding boards Assessing the effects of student involvement in campus activities Navigating political and legal issues in working with students Professional development for staff and faculty who work with studentsAuthors can find more information about the submission process at naca.org/JCAPS.

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Section: Presidents As Practitioners: the Lived Experience(s) Of Former Student Body Presidents Working In Higher Education Student Affaimentioning

confidence: 86%

Untitled

2021

JCAPS

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“…This means, success is often measured by students’ abilities to raise funds or garner financial support through personal networks. In addition to the expectation of funding campaigns, students, administrators, staff, and faculty expect SGA officers to possess a skill set in navigating the bureaucracy often associated with academia (Alexander, 1969; Gruzka et al., 2019), which highlights social capital.…”

Section: Historical Contextmentioning

confidence: 99%

Social class barriers to traditional student leader roles

Houze

2021

New Drctns Student Lead

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“…This relationship in turn enhances students' psychosocial and professional development.Student governance organizations may take many forms. Some institutions utilize a traditional student government structure, modeled after a state or national structure, while others design governing bodies to suit their unique needs (Alexander, 1969). The main technique institutions have used to increase student participation has been leadership training and representativeness training.…”

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confidence: 99%

Reviving an SGA

Miller¹,

Randall²,

Nadler³

2019

jcotr

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Students become involved in campus activities for a variety of personal and professional reasons. Belonging to organizations can assist in students' personal development and may help them find employment upon graduating from the university (Albrecht, Carpenter, & Sivo, 1994). Belonging to campus organizations exposes students to different concepts, ideologies, people, and personalities (Astin, 1984). Organizations have the potential to provide students a sense of comfort and familiarity, and many may even foster student retention. By joining different organizations such as fraternities and sororities, leisure clubs, honors programs, or student government, college and university students learn about the functioning of the university and gain a sense of belonging (Cooper, Healy, & Simpson, 1994). This relationship in turn enhances students' psychosocial and professional development.Student governance organizations may take many forms. Some institutions utilize a traditional student government structure, modeled after a state or national structure, while others design governing bodies to suit their unique needs (Alexander, 1969). The main technique institutions have used to increase student participation has been leadership training and representativeness training. Through training current and future student leaders, student affairs professionals and faculty have attempted to give students the skills needed to govern effectively. The cooperation of student affairs professionals has been targeted as instrumental in increasing students' participation and accomplishments in self-governance activities.Governance is the decision-making, problem-solving, and goal-setting processes and activities involved in the short-and long-term functioning of higher education. Governance is intended to represent both formal and informal measures that can be used or implemented to increase participation and consensus development. Self-governance, then, is the process of allocating resources and developing and implementing policy for peer undergraduate and graduate college students. Specifically, this process alludes to student councils, governments, or senates, which are intended to represent the good intentions of the entire undergraduate student body.The Student Government Association (SGA) at The University of Alabama has been in existence for over 100 years, and by the early 1990s had developed and sustained a reputation of control by a select group of undergraduate students. Reports of abuses

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Rethinking Student Government for Larger Universities

Cited by 4 publications

References 0 publications

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Social class barriers to traditional student leader roles

Reviving an SGA

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