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The role of Student Affairs and Services (SAS) toward ensuring social justice in higher education is well recognized, with some of the core tenets driving the profession being access, diversity, equality, and inclusion (DEI). Consequently, it has been argued that student affairs practitioners and researchers are well positioned to contribute holistically to student development, support, and success and can play a strategic leadership role in transforming higher education. Previous analysis of a decade of student affairs literature published in one of the key journals on Student Affairs in Africa finds that the field more strongly conceptualizes its profession and professionalism in relation to social justice as opposed to the more traditional aspects associated with professions such as credentialism, standards, and societal status. This raises the question of the potentially unique nature of SAS as a profession in the African higher education context. To explore potential continuities and divergences, this chapter builds on this novel dataset of 240 substantive items of publication over 10 volumes of the Journal of Student Affairs in Africa (JSAA). Selecting a comparator journal, the Journal of Student Affairs Research and Practice (JSARP), and adding ten volumes of JSARP published over the same period (2013–2022), the investigation extends the dataset to a total of 70 issues and 693 substantive items of publication. The same process of systematic review, content, and discourse analysis is applied, with more detailed coding of different aspects constituting the social justice discourse to deepen this part of the analysis. In selecting a comparator journal from the Global North and conducting the same analysis over the same period, we hope this will allow exposition, firstly, of the extent to which the same recognition and foregrounding of the social justice aims of the profession is evident. Secondly, the more detailed social justice coding will allow insight into potential differences in the way in which SAS researchers and practitioners conceptualize their leadership role as it relates to ensuring social justice in higher education from different contexts.

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Student Affairs and Services Leadership Role Toward Social Justice in Higher Education

  • 动态工具书词条

  • 发表日期：

    2026年

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  • Angelique Wildschut,
  • Nomkhosi Mbatha,
  • Thierry M. Luescher

摘要

The role of Student Affairs and Services (SAS) toward ensuring social justice in higher education is well recognized, with some of the core tenets driving the profession being access, diversity, equality, and inclusion (DEI). Consequently, it has been argued that student affairs practitioners and researchers are well positioned to contribute holistically to student development, support, and success and can play a strategic leadership role in transforming higher education. Previous analysis of a decade of student affairs literature published in one of the key journals on Student Affairs in Africa finds that the field more strongly conceptualizes its profession and professionalism in relation to social justice as opposed to the more traditional aspects associated with professions such as credentialism, standards, and societal status. This raises the question of the potentially unique nature of SAS as a profession in the African higher education context. To explore potential continuities and divergences, this chapter builds on this novel dataset of 240 substantive items of publication over 10 volumes of the Journal of Student Affairs in Africa (JSAA). Selecting a comparator journal, the Journal of Student Affairs Research and Practice (JSARP), and adding ten volumes of JSARP published over the same period (2013–2022), the investigation extends the dataset to a total of 70 issues and 693 substantive items of publication. The same process of systematic review, content, and discourse analysis is applied, with more detailed coding of different aspects constituting the social justice discourse to deepen this part of the analysis. In selecting a comparator journal from the Global North and conducting the same analysis over the same period, we hope this will allow exposition, firstly, of the extent to which the same recognition and foregrounding of the social justice aims of the profession is evident. Secondly, the more detailed social justice coding will allow insight into potential differences in the way in which SAS researchers and practitioners conceptualize their leadership role as it relates to ensuring social justice in higher education from different contexts.