216-MANAGEMENT OF

SERVICES AND AFFAIRS

ALMA VILLA R. PASCUAL

PRESENTER- MAED STUDENT
 The Relationship Between
Academic and Student Affairs
Collaboration and Student
Success
OBJECTIVES:

1. To define what is collaboration.

2. To enumerate the different classification of
collaboration.
3. To know the benefits of bridging the gap between
Student Affairs and Academic Affairs.
4.To enumerate barriers to both Student Affairs and
Academic Affairs.
5.To know the opportunities for collaboration.
6. To define what is institutionalization and benefits.
 NOTE:
The value of successful collaboration between Student and
Academic Affairs is often validated in the academic and
personal success of our students. . In a true partnership
between faculty and student affairs professional’s mutually-
beneficial outcomes arise that not only
promote student learning but create effective working
relationships that strengthen the integrity of our programs
and services.
COLLABORATION
concept that represents when people work
together to accomplish a common goal
can offer several other benefits for organizations,
including improving their overall cultures. When
individuals or teams feel comfortable working
with one another, it can help build trust and
relationships within the organization.
offers participants to learn from others, allowing
them to develop their skills and knowledge
collaborators work together, they share their
skills, resources and experiences
The different benefits of collaboration in
education are:

 It boosts creativity in the classroom

 It increases the self-awareness of students
 It improves academic achievement
 It teaches critical thinking skills
 It also develop interpersonal skills
DIFFERENT CLASSIFICATION OF COLLABORATION
 
1.Internal collaboration.
 Internal collaboration is when individuals or groups
within an organization work together and share
knowledge.

2.External collaboration.
 External collaboration represents sharing knowledge
or working with individuals outside the organization.
3.Team collaboration.
 Team collaboration is one of the most common types of
internal collaboration. Organizations often divide
employees based into different departments based on
their roles or responsibilities.

4.Cross-departmental collaboration.
 Cross-departmental collaboration is another type of
internal collaboration in which individuals or groups
from different areas of an organization work together.
5.Community collaboration.
 Community collaboration is when individuals
with a shared interest work together.

6.Virtual Collaboration
 enables individuals and teams to work together
even when they're not in the same location
Virtual teams also use those tools to share
messages and information when working remotely.
7.Virtual Collaboration
 enables individuals and teams to work
together even when they're not in the same
location
 Virtual teams also use those tools to share
messages and information when working
remotely.

8.Cloud Collaboration
 effective in sharing of ideas and files within
the organization
9.Strategic Alliance
  Strategic alliances are a type of external collaboration
that occurs when two or more organizations work together
toward a common goal. They may enter these agreements
for short- or long-term purposes.
In these collaborations, the business partners share their
knowledge and resources, often supplementing what the
other doesn't have or offer.
10.Network Collaboration
  People can contribute to the network by sharing
information or expertise for others to use for their own
benefit.
Social media platforms represent a common form of
network collaboration.
Recipes for Successful Collaboration 
Developing structural partnerships that include
representatives from both academic and student affairs
roles and that are designed to address numerous issues
likely to outlast specific issues or individuals will be more
likely to succeed.

 It’s not enough for institutional leaders to call for

increased collaboration between academic and student
affairs, they must serve as models as well if collaboration
is to become an institution-wide innovation.
Benefits of bridging the gap between Student Affairs and
Academic Affairs:

1.Seamless connection between in- and out-side of

classroom experiences. 

 When a student is trying to navigate a process that involves

multiple departments (like coordinating disability services),
lack of communication between departments can lead to
frustration. If the student is already distressed, these
disconnected experiences can exacerbate the student’s
situation.
2. Co-curricular experiences that enhance and
compliment the curriculum.

  There are many opportunities, including Service

Learning, for students to apply the knowledge learned in
the classroom to real-world environments. When student
affairs and academic affairs work together, students
benefit from a richer learning experience.
3. Holistic support and development of the whole student.
  Both faculty and student affairs staff are critical to student
development. Both play a major role in orienting students to
campus, helping students transition into college, and
advising students in various aspects of personal and
professional growth.

4. Increased resources and support for students resulting in

academic and personal success. 
 Students need many types of role models, mentors, and
advisors, and student success is greatly improved when the
faculty and student affairs staff who are supporting a
student are working collaboratively.
5. Increased satisfaction with the overall university
experience. The success of an institution is dependent on
the quality of education and service provided to students.
Taking care of our students improves the relationship
between the student and the university.
 
NOTE: The relationship between academic affairs and
student affairs may not receive as much attention as
retention or graduation rates, but its impact can be just
as great for students
Barriers

 Barriers exist on both sides of the university. Barriers

specific to faculty include lack of recognition and
rewards for participation, significant turnover in
student affairs, and lack of orientation and training
on student affairs. Barriers specific to student affairs
staff include, restricted freedom within the
university due to classification (lack of tenure
status), lack of understanding of tenure process that
drives academic affairs, and perceptions that student
affairs play a subordinate role in the university.
Barriers to both Student Affairs and Academic
Affairs:

1.Lack of knowledge or understanding of roles

2.Assumptions and incorrect perceptions
3.Competition for resources
4.Lack of trust
5.Organizational culture and language
6.Values and priorities
7.Organizational structures
Opportunities for collaboration:
1.Classroom announcements and in-class trainings provided by
student affairs
2.Faculty office hours in Living Learning
3.Communities/Housing
4.Service learning courses
5.Campus wide Task Forces
6.First-year experience courses
7.Academic-Student Affairs Partnership Meetings
8.Campus-based Leadership Institute
9.Conferences and Presentations
10.Collaborative Grants and Research
11.Institutes and Centers
12.Internships in Student Affairs
13.Recruitment & Outreach
14.Search Committees
Institutionalization
 is the process through which various social structures
such as rules, norms, practices, and routines become
taken for granted in everyday social life.
 process of developing or transforming rules and
procedures that influence a set of human interactions.
 Institutionalization is a process intended to regulate
societal behaviour (i.e., supra-individual behaviour)
within organizations or entire societies.
It helps in the same standards to be followed by every
group and individual in the organization many benefits It
implies that processes are followed in consistent way in
the organization processes are designed in a way the work
is performed

It shows commitment of the organization and staff

Institutionalised processes are more likely to be improved
and retained over a period of time

Institutionalization” means ensuring your Ask Every

Student strategy is integrated into the operations of
your institution– even during non-federal election years.
It affects the interactive behaviour of individuals and
organizations as well as of political entities (e.g.,
states). This distinction between individuals, collective
 actors, and polities is important, because the ways in
which rules and procedures are developed and
subsequently become operational are different for each
sphere.

At least three actions in the process can be

distinguished:
(1) rulemaking or installment,
(2) rule adaptation, or developing best practices, and
(3) rule change, or replacing old rules with new ones.
IMPORTANCE OF INSTITUTIONALIZATION

1.It implies that processes are followed in consistent way

in the organization.

2.It shows that processes are designed in a way the work

is performed.

3.It shows commitment of the organization and staff.

4.Institutionalised processes are more likely to be

improved and retained over a period of time.
NOTE: The Institutionalization aims to provide access
to basic education among children with special needs,
namely, the gifted/talented, the mentally retarded, the
visually impaired, the hearing impaired, the
orthopedically handicapped, the learning disabled, the
speech defectives, the children with behavior problems,
the autistic children and those with health problems
through the formal system and other alternative
delivery services in education.
NEEDS ASSESSMENT:
needs assessment can help you share knowledge, prioritize
issues, develop goals, and brainstorm strategies.

Administer surveys and/or conduct focus groups with students,

administrators, and faculty members to determine problems
and identify solutions regarding equal access to campus
programs

EXAMPLES:
Faculty and Staff Training, Academic Advisory Training,Campus
Support
MARCH 7, 1997 – DO 26, S. 1997 – INSTITUTIONALIZATION OF SPED
PROGRAMS IN ALL SCHOOLS
March 7, 1997
DO 26, s. 1997
Institutionalization of SPED Programs in All Schools

To: Bureau Directors

Regional Directors
School Division Superintendents
Undersecretaries
Assistant Secretaries

1.In support to the implementation of the Republic Act

7277 (Magna Carta for Disabled Persons) and to achieve the
target set for the Asian and Pacific Decade of Disabled
Persons (1993-2002) that 75% of the 4 million children with
disabilities should be provided equal educational
opportunities, special needs education shall be
institutionalized in all schools.
2.The Institutionalization aims to provide access to basic
education among children with special needs, namely,
the gifted/talented, the mentally retarded, the visually
impaired, the hearing impaired, the orthopedically
handicapped, the learning disabled, the speech
defectives, the children with behavior problems, the
autistic children and those with health problems through
the formal system and other alternative delivery services
in education.
3.The following are the guidelines which shall be observed in the
institutionalization of special needs education:
All divisions shall organize at least one SPED Center which will
cater to children with special needs. Programs organized shall
adopt the inclusive education concept or the different types of
SPED programs suited to the needs of the learners. The Center
shall function as a Resource Center:
1.to support children with special needs integrated in
regular schools;
2.to assist in the conduct of in-service-training
3. to produce appropriate teaching materials; and
4. to conduct continuous assessment of children with
special needs.
School divisions shall appropriate funds for the
aforementioned activities.
2.All districts shall organize SPED programs in schools
where there are identified children with special needs.
Assistance from existing SPED Center shall be sought in the
assessment of the children with special needs and in the
orientation or training of the regular teachers to help these
students. Teachers and administrators who have had
trainings in SPED shall be identified and their expertise
tapped.
3.Local trainings at the regional, division and district levels
shall be initiated and conducted by the identified Regional
Trainers in Special Education.
4.To sustain the continuing interest of
supervisors, administrators and teachers in the
implementation of the SPED programs, incentives
shall be planned and provided for.

5.To ensure that the education of children with

special needs is an integral part of the
educational system, an annual allocation for
extension position shall be provided for SPED
teachers.
4.Implementation for the institutionalization shall
commence in SY 1997¬-1998. The Regional Special
Education Unit in coordination with the Regional SPED
Council shall provide assistance to the Regional Director
in the institutionalization of the SPED program.
5.The Special Education Division of the Bureau of
Elementary Education shall provide technical assistance
to all Regional Offices for the implementation of this
program.
6.Immediate dissemination and compliance to this Order
is desired.
“Alone we can do so little;
together we can do so much.”

by: Helen Keller

THANK YOU
VALUES EDUCATION
 defined as learning about self and wisdom of
life.
 
PRINCIPLES
 fundamental rules or ideas that guide
thought or behavior, and constitute a frame
of reference for achieving the common good
within a society.
these are part of our identity; they are the
things we love, the ideals we priorities.
these are universal

VALUES
 more on personal
 a person's principles or standards of behavior;
 one's judgment of what is important in life,
are standards or ideals with which we evaluate
actions, people, things, or situations.
Value Education
 is a concept which showcases how
important it is to impart fundamentally
good values in education to develop self-
aware human beings.
 It can be defined as a set of
fundamentally ethical values which can
act as guidance in life. A student needs a
good guiding hand to differentiate between
right and wrong
 Values education is teaching and learning
about the ideals that society considers
important.
 The objective of the students is not only to
recognize the values but also to reflect them in
their behaviour and attitudes. To contribute to
society through good residence and trust
 The benefits of value education include the
development of physical and emotional
components, the teaching of mannerism and the
formation of a sense of brotherhood, the
instillation of a patriotic spirit, and the
development of religious tolerance in learners
 Individual personality development is promoted
in value-based education in order to define one’s
future and deal well with challenging situations.
SUBJECT OF VALUE
 add value based education to school
curriculum can help them learn the most
important values right from the start of their
academic journey.
OBJECT OF VALUE
The objective of the students is not only to
recognize the values but also to reflect them in
their behaviour and attitudes.
 To contribute to society through good
residence and trust.
TWO TYPES OF VALUES
1.Terminal Values: -The term refers to those values
which are most desired by human beings and are of
utmost importance to the self and are long term goals
like happiness, harmonious excellence, etc.

2. Instrumental Values: -The term refers to that value

which is acceptable modes of conducting and are
means of achieving the terminal values and includes
traits like sincerity, honesty, personal ethics among
others.
Need for Value Education
Value-based education is fundamental to build up an
individual and help him/her deep-rooted from multiple
points of view:
It provides positive guidance to the understudies to
shape their future and even causes them to know the
motivation behind their life.
It shows them the most ideal approach to life that can
be helpful to people just like the individuals around
them.
Value education additionally encourages the
understudies to turn out to be increasingly mindful and
reasonable. 
It encourages them to comprehend the viewpoint of
life in a superior manner and have an effective
existence as a capable resident. 
It likewise encourages understudies to build up a
solid relationship with loved ones. 
It builds up the character and character of the
understudies. 

Guideline for Value Education

The subject that empowers us to comprehend ‘what

is important’ for human bliss is called value
education. So as to meet all requirements for any
seminar on value education, the accompanying rules
for the substance of the course are significant: 
 Universal: It should be appropriate to all the individuals
independent of the cast, statement of faith,
nationalities, religion, and so on., for all occasions and
districts.
 Rationale: It needs to speak to human thinking. It must
be agreeable to thinking and not founded on
authoritative opinions or visually impaired convictions.
 Natural and undeniable: It must be normally worthy to
the individual who experiences the course and when we
live based on such values it prompts our bliss. It should
be experientially evident, and not founded on creeds,
convictions, or suppositions.
 All enveloping: Value education is planned for changing
our awareness and living.
Leading to amicability: The value education, at last, is
focused to advance concordance inside the person,
among individuals, and with nature.

VALUE AS CONCEPT
Value is “a concept explicit of implicit, distinctive of an
individual or characteristics of a group of those
desirable traits which influence the selection from
available modes and ends of action.” In fact, value is an
abstract term which is commonly regarded as an
economic conception.
The word value is derived from Latin ‘valere’ that mean
‘to be strong’ or ‘to be worth’.  PHILOSOPHICAL
MEANING : A value is directly related to a view point or
thought .
Different types of human values

Values ​are subjective interpretations of pleasure or

dislike; These interpretations become values ​properly
said at the moment when it is exercised by the
individual.

There are many types of values, from the most

general accepted by most human beings, regardless
of race, religion or where they live, to those very
personal and intimate, inherent to each individual.
Universal values
 They are the set of norms of coexistence that are
valid, accepted by a community at a certain time, but
also shared by the vast majority of people around the
world.

They are the basic principles around which the basic

rules of respect, acceptance and good behavior of
human beings are established. Among these universal
values ​are:

True :
Agreement or agreement between what is thought,
what is said, what is felt and what is done.
Responsibility 
 It is the moral obligation to respond for our actions,
without anyone obliging us, but for the"must be".
Justice 
 Know and accept which part is right and give it by
right.
Freedom :
 A fundamental principle and an inalienable human
right to be able to act and to think according to our
own criterion and will, without nothing or nobody to
curtail us.
Goodness :
 Inherent quality to the man where the good prevails
over any other feeling.
Honesty :
 Human quality that makes the acts of your life are
attached to integrity, truth, justice and righteousness.
Love :
 Virtue that allows to feel and to express the feelings of
kindness, affection and compassion.
Friendship :
 Feeling of affection and closeness between people who
share a certain affinity.
Respect :
 Acceptance, consideration and delicacy in the treatment
of people, animals, and the environment, thanks to the
recognition of their qualities or merits.
Trust :
 Hope, security or act of faith from one person to
another or to their environment.
Solidarity :
 It is the moral commitment that people acquire to
help themselves and support one another and to
commit themselves to common causes.
Understanding :
 The ability of an individual to put himself in
another's place and to understand his point of
view.
These universal values, fundamental principles for
coexistence, are assumed and applied by people in
different fields, so that, depending on the case, they
acquire other names such as human, personal or
family values.

Human values
 Norms and principles that are taught to us from
birth and grow as an intrinsic part of our being.
Within these values ​can be added:
- Humility
- Loyalty
- Sensitivity
- Prudence
- Will
Personal values
Beyond the values ​instilled throughout our
lives, each individual by their beliefs, their
experiences and their particular way of
thinking and being, adapts them in a unique
and personal way.

This is also determined in great measure by

the personal experiences of each one. In this
way,"good"and"bad", right and wrong can
have many ranges of grays from the personal
point of view of each individual.
This will be what determines their behavior and their
better or worse adaptation in interpersonal, labor and
social relations. Some of these values ​are:
- Faithfulness
- Gratitude
- Discipline
- Patience
- Constancy
- Empathy
- Understanding
within the family, product of the tradition and the
particular experiences of the same. Some family values
​are:
- Union
- Respect
- Joy
Sincerity
Sociocultural Values
The set of beliefs broader and accepted by a
society that shares common codes.
Thanks to them, relationships of respect and
harmony can be established among many
individuals who may think differently and have
diverse histories, but who understand and
respect general norms.
These values, in addition to the aforementioned, can
also be:
- Patriotism
- Cultural identity
- Self-control
- Punctuality
- Service vocation
- Generosity

Ethical values

Ethics takes actions in function of the moral beliefs

of the individual. Basically they are the same moral
values, but if you will, in a more pragmatic field.
Moral values ​act in a more philosophical field, more
internal of the person and then, the decisions and actions
taken as a result of their reflection, determine their
ethical values.  
Aesthetic values
 They have the ultimate purpose of beauty, and to get it
involved other aspects such as harmony and balance. It
refers to physical properties that produce aesthetic
enjoyment.
Spiritual and religious values
 They are beliefs that are given by faith and not so much
by specific norms or laws or created by men to
guarantee order.
They are associated with immaterial and intangible
aspects, but they can become very profound and govern
the behavior of the human being in the other aspects of
his life. Here we find basically Faith and Holiness.
CORE VALUES
are learned early in life from family, friends,
neighborhood school, the mass print, visual media and
other sources within the society. Values are loaded
with effective thoughts about ideas, objects, behavior,
etc.
Values are different for each person. These can be
defined as ideas or beliefs that a person holds
desirable or undesirable. 
Familiar examples of values are wealth, loyalty,
independence, equality, justice, fraternity and
friendliness. These are generalized ends
consciously pursued by or held up to individuals as
being worthwhile in them. It is not easy to clarify
the fundamental values of a given society because
of their sheer breadth.

Core values are the fundamental beliefs of a

person or organization. These guiding principles
dictate behavior and can help people understand
the difference between right and wrong.valued
 Your values are the things that you believe are
important in the way you live and work. They (should)
determine your priorities, and, deep down, they're
probably the measures you use to tell if your life is
turning out the way you want it to.

VALUES VALIDATION

IN THE FORM OF A TEST JUST LIKE PSYCHOMETRIC

TEST
What do values ​serve for?

Values ​are stable beliefs that something is good or bad; Is

what determines that something is preferable to its
opposite and help us to make the decisions that,
according to our belief system, is considered the correct
thing.

Based on this, the values ​are useful for:

- Hierarchize what is really important and what is not so

important.
- Decide the most appropriate behavior among multiple
options.
-Acting in accordance with our ideas and principles.
- To be able to set a position on conflicting or
difficult issues.
Model the personality and forge the character

Relative values 
 Are those that vary depending on the situation and variables of the
person such as social class, nationality, age or personal
experiences.

 The moral values ​of a Catholic are not the same as a Muslim. From
this point of view, the values ​are, therefore, relative.
 According to relativism , Also called moral relativism,
moral values ​that guide the behavior of humans change
taking into account social, cultural, historical, religious,
legal, political, among others, that prevail in a country or
community. Example, the values ​that predominate in a
high-class individual, socially, politically and
economically privileged, will not necessarily be the
same ones that predominate in an individual belonging
to a socially excluded and marginalized minority social
group;
Choosing & Clarifying Your Values
your first step should be to make sure that you’ve
clarified your own values—these will be your guide in
making tough decisions, taking risks, and showing
your team how to face vulnerability consider what your
innermost self holds most important in life
Your values should be so defined and clear that acting
in line with them doesn’t feel like a conscious choice—
they’re simply who you are. 
The tricky part of choosing and clarifying your values
is that you need to narrow down to just two core
values. 
connection should be at the center of how you make
decisions about and within your family.
FILIPINO VALUES

STRENGTHS OF THE FILIPINO CHARACTER

1.Pakikipagkapwa-Tao (regard for others).
Filipinos are open to others and feel one with others.
We regard others with dignity and respect, and deal
with them as fellow human beings.
Pakikipagkapwa-tao is manifested in a basic sense of
justice and fairness, and in concern for others

2.Family Oriented-
The basic and most important unit of a Filipino.
The Filipino culture puts a great emphasis on the value
of family and being close to one's family members.
3.Humour and positivity
This famous trait is the ability of Filipinos to find humor
in everything. It sheds light on the optimism and
positivity of Filipinos in whatever situation they are in so
as to remain determined in going through struggles or
challenges.
It serves as a coping technique, the same way a child
who has fallen laughs at himself/herself to hide his/her
embarrassment.
 
4. Flexibility, adaptability, discipline, and creativity
Filipinos adapt to different sets of standardized rules or
procedures. They are known to follow a "natural clock"
or organic sense of time—doing things in the time they
feel is right. They are present- and future-oriented: one
attends to a task or requirement at the time.
5.Education and multilingualism
 Filipinos place a high value on holistic child education
with a belief in parental involvement in the child's
success. Filipinos believe in the importance of
multilingualism and multiculturalism; in the
Philippines, there are over 120 distinct languages
based in different regions with different tribes and
races. At school, children are educated foremost in
their regional language.
6. Religious adherence
 
 The Philippines is approximately 85 percent Christian
 (mostly Roman Catholic) and 10 percent Muslim, with
the remaining 5 percent belonging to other religions
7.Ability to survive and thrive
 The Filipinos have survived the rule of numerous
colonial and imperial countries of their time such
as the United States, Spain, and Japan.
Consequently, Filipinos have developed a sense of
resourcefulness or the ability to survive and thrive
irrespective of the political context

8.Hard work and industriousness

 With resourcefulness comes hard work. Filipinos
are very determined and persevering in
accomplishing whatever they set their minds to.
 Filipinos over the years have proven time and time
again that they are a people with an industrious
attitude. Sadly, this is seen by others as Filipinos
being only useful as domestic helpers, working
abroad to help their families in the country.

9.Hospitality

 Foreigners who come to visit the Philippines speak of

Filipinos going out of their way to help them when
lost, or the heartwarming generosity of a Filipino
family hosting a visitor in their home
WEAKNESSES:
Arrogant and very conceited
Overly Emotional
Anti-intellectualism
Outdated mindset on social issues
Religion comes first before humanity
Theocratic society
Slave Mentality
Self-righteous
Narcissism
Inability to handle criticism
Prioritizing social connection over merit
Immature
Irresponsible
Crab Mentality
THANK YOU