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Perspectives from the Asia Region

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Title: Perspectives from the Asia Region
Language: English
Authors: Songco, Evelyn, Bonnet, Ma. Paquita, Loyola, Leandro, Loong, Teresa W. K., So, Joseph C. H.
Source: New Directions for Student Services. 2023 (183):55-63.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Personnel Services, Student Personnel Workers, Pacific Islanders, Professional Associations, Foreign Countries, Communities of Practice, College Environment, Lifelong Learning
Geographic Terms: Hong Kong, Philippines, Macau
DOI: 10.1002/ss.20479
ISSN: 0164-7970
1536-0695
Abstract: The authors in this article share how the Asia Pacific Student Services Association was the impetus in the birth of student affairs and services and talent and development in the region. In Hong Kong, the Philippines, and most recently, in Macao, associations are creating communities of practices to assist in the work of the ever-changing university environments and the necessity of life-long learning and progress.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1397067
Database: ERIC
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  Value: <anid>AN0173116168;nds01sep.23;2023Oct25.05:48;v2.2.500</anid> <title id="AN0173116168-1">Perspectives from the Asia region </title> <sbt id="AN0173116168-2">STUDENT AFFAIRS IN ASIA</sbt> <p>The authors in this article share how the Asia Pacific Student Services Association was the impetus in the birth of student affairs and services and talent and development in the region. In Hong Kong, the Philippines, and most recently, in Macao, associations are creating communities of practices to assist in the work of the ever‐changing university environments and the necessity of life‐long learning and progress.</p> <p>The discourse of professionalizing student affairs and services (SAS) practice in Asia has always been in the context of capacity building of the SAS practitioners. Such capability building or "alternative combination of functioning" (Sen, [<reflink idref="bib17" id="ref1">17</reflink>]) enables the SAS practitioners' readiness to perform the roles expected of them in the ever‐changing landscape of higher education. Therefore, the professionalization of SAS is a sustained work in progress as the practitioners engage in opportunities to expand their knowledge and understanding as life‐long learners (Keating, [<reflink idref="bib10" id="ref2">10</reflink>]).</p> <p>The commitment to ensuring student development in various areas (Ludeman et al., [<reflink idref="bib11" id="ref3">11</reflink>]) allowed the birth of the Asia Pacific Student Services Association (APSSA). Its strong presence in the region has inspired the rise and growth of SAS associations within its member countries.</p> <hd id="AN0173116168-3">Asia Pacific student services association</hd> <p>The Asia Pacific Student Services Association (APSSA) was established in 1988. It was initiated to foster cooperation among members in the development of student affairs and student services (SAS) in the region; assist in the development of student affairs work; strengthen its role in the development of tertiary education in the region; promote the welfare of students in tertiary education; enhance cultural understanding; and develop intercultural skills among members (APSSA, [<reflink idref="bib1" id="ref4">1</reflink>]).</p> <p>The Association was registered in Hong Kong and its secretariat is headquartered at the Hong Kong University of Science and Technology (HKUST), the host university. Mr. Luke Wong, one of the founding members of the Association became the first president of APSSA (1988–1992). The dynamism, openness, and growth of APSSA can be gleaned from the uninterrupted transfer of leadership from one country to another. The list of its leaders included Dr. Enoch Markum of Indonesia (1992–1994); Prof. Charas Suwenwela of Thailand (1994–1996); Dr. Bryan Burke of Australia (1996–1998); Mr. Luke Wong of Hong Kong (1998–2000); Dr. Manuel M. Tejido of the Philippines (2000–2002); Mr. K. Puniamurthy of Malaysia (2002–2004); Dr. Janjira Wongkhomthong of Thailand (2004–2006); Assoc. Prof. Tan Tek Koon of Singapore (2006–2008); Prof. Ouyang Kang of China (2008–2010); Prof. Chris Hepperlin of Australia (2010–2012), Dr. Maria Pacquita D. Bonnet of Philippines (2012–2014), Prof. Keiji Hata of Japan (2014–2016); Assoc. Prof. Amnat Yousukh of Thailand (2016–2018), and Ms. Angela Pok of Malaysia (2018–2020). The transfer of leadership from one country to another was interrupted by the COVID‐19 pandemic putting the Executive Committee of 2018–2020 on hold over capacity until the Virtual International Conference last November 2021 where Dr. Jonathan Munro of Griffith University of Australia was elected President for 2021−2023.</p> <p>APSSA established close coordination with local SAS practitioners' associations from its member countries including, but not limited to, that of Hong Kong, the Philippines, and Macau.</p> <hd id="AN0173116168-4">Role in shaping the profession</hd> <p>Conscious of its commitment, APSSA has successfully conducted international conferences that have drawn participants from Asian countries, Australia, and later from the United Kingdom and the United States. These conferences offer SAS practitioners enriching opportunities for understanding the trends in SAS practices as well as opportunities for exchanging ideas (Schreiber & Lewis, [<reflink idref="bib16" id="ref5">16</reflink>]). They also enable collaboration among the participants. Besides organizing international conferences, APSSA conducts capability‐building sessions and study visits within the region and beyond (APSSA, [<reflink idref="bib2" id="ref6">2</reflink>]).</p> <p>Capabilities, as real‐life opportunities that enable the members to appreciate the essence of their function (Jacobson, [<reflink idref="bib9" id="ref7">9</reflink>]), were developed for the SAS practitioners. This is to enhance their knowledge, skills, and values through seminars, forums, and engagements and has been the way of professionalizing the SAS practitioners in Asia. Through the APSSA Institute of Student Affairs (APSSA, [<reflink idref="bib2" id="ref8">2</reflink>]), the Association has been able to conduct capability‐building initiatives for SAS practitioners on the various subject matters needed in SAS work. Over the years, several opportunities to interact with practitioners from different parts of the world were successfully organized by the association. This enabled conversion factors coming from additional resources that may be applicable to make their function (Sen, [<reflink idref="bib17" id="ref9">17</reflink>]) as SAS practitioners more meaningful and effective.</p> <p>Today, APSSA continues to accept institutional and individual memberships from the Asia Pacific and beyond. It is also challenged to reimagine and re‐engineer its relevance by crafting a pathway for its members. This will have to be spelled out by its current executive committee.</p> <hd id="AN0173116168-5">Parallel SAS professionalization across the region</hd> <p>APSSA influenced the emergence of SAS practitioner associations across the Asia‐Pacific region (APSSA, [<reflink idref="bib1" id="ref10">1</reflink>]). Cognizant of their diversity, SAS associations in the region consider themselves platforms for practitioners and professionals to exchange ideas, share experiences, and enhance scholarships. The narratives of the SAS associations from Hong Kong, the Philippines, and Macau, show that the professionalization of SAS practitioners is always a priority.</p> <hd id="AN0173116168-6">Hong Kong Student Services Association</hd> <p>The Hong Kong Student Services Association (HKSSA) is a unique organization connecting all SAS practitioners and student affairs offices in tertiary institution education in Hong Kong. It was established with the aims to advance, develop, and strengthen student services work among members, assist students in better fulfilling their educational goals through the provision of student services; and promote interaction and cooperation among persons in student service work in Hong Kong and abroad (HKSSA, [<reflink idref="bib4" id="ref11">4</reflink>]).</p> <p>In early 1978, student affairs personnel of tertiary institutions in Hong Kong agreed to meet occasionally to share issues of common concern and to help each other with common problems. Their regular meetings led them to formally constitute an association for SAS practitioners in Hong Kong that was later given recognition by the government in December 1984 under the name "Hong Kong Student Services Association" (HKSSA, [<reflink idref="bib5" id="ref12">5</reflink>]).</p> <p>Today, the Association is widely recognized as a professional body connecting the practitioners working in student affairs and services in the higher education section (HKSSA, [<reflink idref="bib4" id="ref13">4</reflink>]). It has seventeen institutional members represented by a SAS practitioner with a full‐time appointment in the member tertiary education institution. HKSSA draws funds from annual membership fees and income from activities, mainly the registration fee from participants.</p> <hd id="AN0173116168-7">The role in shaping the profession</hd> <p>HKSSA makes substantial efforts in designing, organizing, and participating in activities to strengthen member connectedness, create professional exchange and development opportunities as well as extend network with international student affairs associations. To achieve its mission, the HKSSA executive committee has three key strategies: enhancing support for practitioners who are new professionals creating learning opportunities to connect members and providing outreach to practitioners who are not members of HKSSA (HKSSA, [<reflink idref="bib7" id="ref14">7</reflink>].). Around these development goals, HKSSA organizes a wide range of activities for its members (HKSSA, [<reflink idref="bib6" id="ref15">6</reflink>]).</p> <p>In recent years, the Association organized a series of thematic professional dialogues and seminars, certificate courses, and mentorship programs to support the development of entry‐level professionals. It participated actively in international student affairs events to contribute to professional sharing worldwide. Its wide range of activities includes Professional Job Shadowing, Mentorship Program, (Virtual) Professional Circle, and Certificate Course on Student Affairs in Higher Education (HKSSA, [<reflink idref="bib6" id="ref16">6</reflink>]).</p> <p>HKSSA organizes conferences and actively participates in regional and overseas activities for student services. It organizes global exposure opportunities to enhance its members' connections with other SAS practitioners in other parts of the world, such as Korea, Taiwan, Singapore, and China (HKSSA, [<reflink idref="bib7" id="ref17">7</reflink>]). HKSSA has a long‐established partnership and close collaboration with Macau Student Affairs Association (MSAA). In July 2021, the "HKSSA X MSAA Professional Circle + Seminar—SA Profession Redefined and Redesigned" was successfully conducted by a hybrid model (HKSSA, [<reflink idref="bib8" id="ref18">8</reflink>]).</p> <p>HKSSA keeps abreast with international standards by maintaining close working relations with international professional associations such as the NASPA‐ Student Affairs Administrators in Higher Education, Asia Pacific Student Services Association (APSSA), and the International Association of Student Affairs and Services (IASAS). The HKSAA Executive Committee members joined the second global SAS Association meeting online on November 18, 2021 organized by IASAS (UWN, [<reflink idref="bib20" id="ref19">20</reflink>]). The meeting gave the participants the valuable opportunity to share new strategies to cope with COVID‐19 as well as show solidarity and provide support to regions that are facing war and civil strife.</p> <hd id="AN0173116168-8">Challenges and future direction</hd> <p>The prolonged COVID‐19 pandemic, together with social unrest, has caused severe disruption to teaching and learning (South Island School, [<reflink idref="bib18" id="ref20">18</reflink>].), university study mode, student affairs routine, and people's daily lives have all been interrupted. Disconnectedness, lack of socialization, and emotional health are words resonating across tertiary education at all levels.</p> <p>Student affairs practitioners are now driven to reconsider how to re‐engage students in university campus life and learning (HKSSA, [<reflink idref="bib8" id="ref21">8</reflink>]). It is time to review the roles of student affairs in higher education and explore how it can further contribute as a key player in university education. The strategy for making successful seamless integration between faculty members and SAS professionals in fostering student success will be an area to develop.</p> <p>The development of human capital and talent in the sector is also critical. The Association shall carry on its effort in grooming members with potential, facilitating mentorship programs, and giving tips for career advancement and growth for SAS practitioners. It shall continue its international collaborations within and outside the region.</p> <p>The Association shall pursue online engagement for new students for their success. It shall continue to require SAS practitioners to inspire and develop innovative ideas and provide support for new students in a blended learning environment. It shall maximize the use of social media to connect with the students and SAS practitioners.</p> <hd id="AN0173116168-9">Philippine association of practitioners of student affairs and services</hd> <p>Through the years, the activities and concerns of the students became increasingly challenging. In response, the heads of student affairs and services in the University Belt (U‐Belt) in the City of Manila convened and organized the Association of Deans and Directors of Student Affairs (ADSA) in 1992. In 1995, ADSA changed its name to the Philippine Association of Administrators of Student Affairs (PAASA) and became a national association of SAS practitioners in the country. Since then, the PAASA has taken a significant role in the growth and development of SAS practice in the country (PAPSAS, [<reflink idref="bib13" id="ref22">13</reflink>]). In 2016, PAASA changed its name to the Philippine Association of Practitioners of Student Affairs and Services (PAPSAS) to be more inclusive of all those who work in SAS functions. The fund of the association is mainly derived from membership fees.</p> <hd id="AN0173116168-10">The role in shaping the profession</hd> <p>PAPSAS has committed itself to professionalize SAS practice in the country (PAPSAS, [<reflink idref="bib13" id="ref23">13</reflink>]). It has engaged in various activities to promote the said mission. These engagements include the regular conduct of the annual convention where SAS practitioners are gathered for an opportunity to learn from each other through sharing of best practices and presentation of research on the field. It also initiated a Professional Development Program that provides certification for qualified SAS practitioners (PAPSAS, [<reflink idref="bib14" id="ref24">14</reflink>]).</p> <p>One of the strengths of the association is its expanding network through continuous Partnership and Collaboration with Higher Education institutions to ensure the effective implementation of its programs and services. It also serves as the partner of the country's Commission on Higher Education (CHED) in creating policies related to student affairs and services. The notable output of such partnership includes the issuance of CHED Memorandum Order No. 21 in 2006 on <emph>Policies and Guidelines on Student Affairs and Services Programs</emph>, the CHED Memorandum Order No. 09 in 2013 which is the <emph>Enhanced Policies and Guidelines on Student Affairs and Services</emph>, and the CHED Memorandum Order No. 08 in 2021 which is the <emph>Flexible Delivery of SAS Services During the COVID‐19 Pandemic</emph>. It has also established a direct affiliation with the APSSA and IASAS and has collaborated with them in staging seminars and webinars for the international audience. Aside from ensuring the professionalization of the practice, PAPSAS has also been consistent in developing student leadership through its annual Interactive Youth Forum (PAPSAS, [<reflink idref="bib14" id="ref25">14</reflink>]).</p> <p>Geared with the same aspiration of capacitating SAS practitioners and partners involved in specific SAS functions, other groups emerged and contributed to the growth and dynamism of the field. The organized groups include the Catholic Education Association of the Philippines–Student Affairs Committee which caters to the SAS practitioners from Catholic educational institutions, Philippine Association of Campus Student Advisers (PACSA) which focuses on the student organization advisers and moderators and their vital role in student leadership and development, Philippine International Friendship and Understanding Association (PIFUA) whose mandate is to assist the international students in the country, the Association of Cultural Offices in Philippine Educational Institutions (ACOPEI) which supports the culture and arts practitioners and cultural programs, and the Philippine Guidance and Counseling Association (PGCA) whose primary intention is to uplift the well‐being of the students and the guidance counselors, among others.</p> <hd id="AN0173116168-11">Challenges and tensions</hd> <p>The SAS practice in the Philippines faces interrelated challenges. The limited number of trained staff to address the needs of the students continues to serve as a challenge. Mental health, gender issues, changing family practices, and increasing campus diversity are among the factors affecting HEI campuses in the country today. These challenges were exacerbated by the advent of the pandemic.</p> <p>In this context, the need to partner with academics to provide a balance in student life becomes even more compelling. SAS practitioners complement the classroom experience by developing the values and attitudes necessary to achieve academic and life success (Pineda‐Baez, [<reflink idref="bib15" id="ref26">15</reflink>]). Research and publication are another challenge in SAS practice. The demand of the responsibilities in SAS leaves the practitioners little time to pursue scholarly writing.</p> <hd id="AN0173116168-12">Future direction</hd> <p>The sustainability of the PAPSAS depends on its continuous relevance and pro‐active reflections and actions. Thus, it has identified the roadmap to redefine SAS practice in the country for the 21st century by way of research and scholarships, publications, collaboration with academics for seamless learning, a certification program for SAS administrators, sustained national student leadership development program, and recalibrated SAS framework that will respond to the felt needs of the changing times. The use of technology to innovate and creatively promote the capacity‐building of SAS practitioners is also part of the direction of the association.</p> <hd id="AN0173116168-13">Macau student affairs association</hd> <p>Macau started to develop its modern tertiary education in 1981 (DSES, [<reflink idref="bib19" id="ref27">19</reflink>]) and there are currently ten higher education institutions (HEIs) of various orientations and sizes in the country (Hao, [<reflink idref="bib3" id="ref28">3</reflink>]). In 2010, a group of counselors from different HEIs grouped together occasionally to meet and share ideas. From these meetings emerged the need to establish a more organized association that could serve as a platform for student affairs professionals to communicate. In 2014, the Student Affairs Office of the University of Macau initiated the Macau Student Affairs Association (MSAA). It was registered in October 2014 and formally operated in 2016 (MSAA, [<reflink idref="bib12" id="ref29">12</reflink>]). The goal of MSAA is to provide a platform for the sharing and exchange of student affairs professionals' experience for all higher education institutions in Macau.</p> <p>The association aims to promote the development of SAS in higher education as it commits to serve the diverse needs and empower its members. It also encourages the engagement to life‐long learning for the SAS practitioners to assist the students achieve their goals and personal growth. MSAA is also devoted to cooperating and collaborating with overseas SAS associations.</p> <p>Members of the MSAA are student affairs professionals from the seven higher education institutions of Macau. It welcomes honorary members with vast experience in the field of student affairs as mentors. The funds of the association come from the membership fees, income generated from organizing activities, group or individual sponsorship and donations as well as government funding and other legal income. In the past years, MSAA heavily relied on the sponsorship of different entities including the Macau Special Administrative Region government in running the activities.</p> <p>MSAA has organized working teams to work on five functional areas for a student‐centered evolution in higher education. These areas are student development, counseling, housing and residential life, internships and careers, and sports.</p> <hd id="AN0173116168-14">Role in shaping the profession</hd> <p>The important role of student affairs professionals has been well recognized. As an association, MSAA has been working closely with the local government and other non‐profit organization(s) in providing trainings to student affairs professionals. It was sponsored by the Macau Liaison Office to organize exchange tours to understand the best practices of the student affairs offices of the prestigious universities of China in Xiamen in Quanzhou in 2018 and Fujian Changsha, Hunan in 2019. In 2021, MSAA was given the opportunity to exchange with the counseling center of the Beijing Normal University Zhuhai campus even in times of pandemic. All these learning tours enriched the perspective of professionals in student affairs.</p> <p>In the past six years, the Macau Student Affairs Association has encouraged its members to take part in online or physical conferences and seminars organized by regional or global student affairs organizations such as APSSA and IASAS. As the MSAA continues to grow, it recognizes that it is essential to create a culture of scholarship and research among student affairs professionals for them to enhance their knowledge and skills in their daily interactions.</p> <hd id="AN0173116168-15">Challenges and tension</hd> <p>Today, the MSAA faces the challenges of the COVID‐19 pandemic and the need to redefine and assert the role of student affairs in higher education.</p> <hd id="AN0173116168-16">Future direction</hd> <p>MSAA is set to pursue strategies to further enhance the competencies of its members. The association is aligning its strategies to meet the regional and national goals of the government as known as the "Framework for medium and long‐term development plan for Higher Education in Macau (2021—2030)." It also intends to provide opportunities for members to expand their knowledge of current trends and issues in higher education, increase collaboration between academic and student affairs professionals, and ground SAS work on scholarship and assessment by providing opportunities for more members to publish scholarly research and reflective‐professional discussions about the theory and practice of student affairs in Asia higher education.</p> <hd id="AN0173116168-17">CONCLUSION</hd> <p>As described by Schreiber and Lewis ([<reflink idref="bib16" id="ref30">16</reflink>]), professionalization is a progressive and continuous process of development. In this light, professionalization of SAS practitioners in Asia are geared to developing the capacities of the practitioners through continuous learning initiatives. They regularly conduct conferences, collaborate with international SAS associations, and hold professional activities.</p> <p>The APSSA successfully laid down the grounds for the emergence of professionalization of SAS practitioners through international conferences that highlight exchanges of ideas and practices. Participation of SAS practitioners in the activities of APSSA, NASPA, and IASAS triggered the spark of professionalization in the Region with the SAS professional organizations taking the lead. As they face new challenges, the SAS organizations are bound to define a future‐proof trajectory that promotes professionalization of SAS practitioners which will consequently lead to students' academic and life success.</p> <ref id="AN0173116168-18"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref4" type="bt">1</bibl> <bibtext> Asia Pacific Student Services Association (APSSA). (2013). About us. Retrieved from <ulink href="http://www.apssa.info/index.php/site/page?pid=42">http://www.apssa.info/index.php/site/page?pid=42</ulink></bibtext> </blist> <blist> <bibl id="bib2" idref="ref6" type="bt">2</bibl> <bibtext> Asia Pacific Student Services Association (APSSA). (2013) Institute of student affairs (ISA). Retrieved from <ulink href="http://www.apssa.info/index.php/site/page?pid=40">http://www.apssa.info/index.php/site/page?pid=40</ulink></bibtext> </blist> <blist> <bibl id="bib3" idref="ref28" type="bt">3</bibl> <bibtext> Hao, Z. (2018). Higher Education Systems and Institutions Macau In: Encyclopedia of International Higher Education Systems and Institutions. Springer, Dordrecht. https://doi.org/10.1007/978‐94‐017‐9553‐1_580‐1</bibtext> </blist> <blist> <bibl id="bib4" idref="ref11" type="bt">4</bibl> <bibtext> Hong Kong Student Services Association (HKSSA). (2022). Introduction. Retrieved from https://<ulink href="http://www.hkssa.org.hk/about">www.hkssa.org.hk/about</ulink></bibtext> </blist> <blist> <bibl id="bib5" idref="ref12" type="bt">5</bibl> <bibtext> Hong Kong Student Services Association (HKSSA). (2022). History. Retrieved from https://<ulink href="http://www.hkssa.org.hk/history">www.hkssa.org.hk/history</ulink></bibtext> </blist> <blist> <bibl id="bib6" idref="ref15" type="bt">6</bibl> <bibtext> Hong Kong Student Services Association (HKSSA). (2022). Events. Retrieved from https://<ulink href="http://www.hkssa.org.hk/events">www.hkssa.org.hk/events</ulink></bibtext> </blist> <blist> <bibl id="bib7" idref="ref14" type="bt">7</bibl> <bibtext> Hong Kong Student Services Association (HKSSA). (2022). Overseas study tour/visit. Retrieved from https://<ulink href="http://www.hkssa.org.hk/overseas‐study‐tour">www.hkssa.org.hk/overseas‐study‐tour</ulink></bibtext> </blist> <blist> <bibl id="bib8" idref="ref18" type="bt">8</bibl> <bibtext> Hong Kong Student Services Association (HKSSA). (2022). Professional circle. Retrieved from https://<ulink href="http://www.hkssa.org.hk/professional‐circle">www.hkssa.org.hk/professional‐circle</ulink></bibtext> </blist> <blist> <bibl id="bib9" idref="ref7" type="bt">9</bibl> <bibtext> Jacobson, T. (2016). Amartya Sen's capabilities approach and communication for development and social change. 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Retrieved from https://bo.io.gov.mo/bo/ii/2014/42/anotariais_cn.asp#928</bibtext> </blist> <blist> <bibtext> Philippine Association of Student Affairs and Services (PAPSAS). (2019). PAPSAS, inc. Retrieved from https://sites.google.com/view/papsasinc/home?authuser=0</bibtext> </blist> <blist> <bibtext> Philippine Association of Student Affairs and Services (PAPSAS). (2019). Latest news and offers. Retrieved from https://sites.google.com/view/papsasinc/news‐and‐offers?authuser=0</bibtext> </blist> <blist> <bibtext> Pineda‐Báez, C. (2014). Student engagement and academic performance in the Colombian University context. RELIEVE—Revista Electrónica De Investigación Y Evaluación Educativa, 20 (2), 1 – 19. Retrieved from https://doi.org/10.7203/relieve.20.2.4238</bibtext> </blist> <blist> <bibtext> Schreiber, B., & Lewis, J. (2020). Professionalization of student affairs and services around the world: More than a matter of degree(s). In R. Ludeman & B. Schreiber (Eds.), (Eds), Student affairs and services in higher education: Global foundations, issues and best practices (3rd ed). Deutsches Studentenwerk Publishers. Retrieved from https://www.iasas.global/_files/ugd/c4a890_a07be032660b4a42bf14f3d1ba03da09.pdf?index=true</bibtext> </blist> <blist> <bibtext> Sen, A. (1999). Development as freedom. Knopf.</bibtext> </blist> <blist> <bibtext> South Island School. (2023). There has been a disruption for the academic year 2019—2022. Retrieved from https://<ulink href="http://www.sis.edu.hk/disruption/">www.sis.edu.hk/disruption/</ulink></bibtext> </blist> <blist> <bibtext> The Higher Education Bureau (DSES), (2020). Education. Retrieved from https://<ulink href="http://www.cdqq.gov.mo/en/home‐coming/living/education">www.cdqq.gov.mo/en/home‐coming/living/education</ulink></bibtext> </blist> <blist> <bibtext> University World News (UWN). (2021). Call for more cross‐border solidarity on student affairs. Retrieved from https://<ulink href="http://www.universityworldnews.com/post.php?story=20211216141210152">www.universityworldnews.com/post.php?story=20211216141210152</ulink></bibtext> </blist> </ref> <aug> <p>By Evelyn Songco; Ma. Paquita Bonnet; Leandro Loyola; Teresa W. K. Loong and Joseph C. H. So</p> <p>Reported by Author; Author; Author; Author; Author</p> <p></p> <p>Evelyn A. Songco is a professorial lecturer at the University of Santo Tomas (UST) graduate school and a research associate at the UST Research Center for Social Sciences and Education. She was the former assistant to the rector for Student Affairs of UST and a past president of the Philippine Association of Practitioners of Student Affairs and Services (PAPSAS).</p> <p>Maria Paquita D. Bonnet served as the Asia Pacific Student Services Association (APSSA) President from 2012–2014, President‐elect from 2010–2012, and the APSSA Institute of Student Affairs Director from 2016–2019. She is currently the Chairperson of the Department of Management and Organization of De La Salle University (DLSU), Philippines.</p> <p>Leandro A. Loyola is the President‐elect of the Asia Pacific Student Services Association (APSSA) for 2019–2023. He is the immediate past President of the Philippine Association of Practitioners of Student Affairs and Services (PAPSAS) and is currently an Associate Professor at the Department of Management and Organization of De La Salle University (DLSU), Philippines.</p> <p>Teresa Loong is currently the director of the Office of Student and Alumni Affairs at the University of Saint Joseph in Macau. She is also serving as the president of the general assembly of the Macau Student Affairs Association (MSAA).</p> <p>Joseph C.H. So is a Principal Lecturer and Head of Student Affairs at CPCE, The Hong Kong Polytechnic University. He is also the current Chairperson of the Hong Kong Student Services Association (HKSSA).</p> </aug> <nolink nlid="nl1" bibid="bib17" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib10" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib11" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib16" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib20" firstref="ref19"></nolink> <nolink nlid="nl6" bibid="bib18" firstref="ref20"></nolink> <nolink nlid="nl7" bibid="bib13" firstref="ref22"></nolink> <nolink nlid="nl8" bibid="bib14" firstref="ref24"></nolink> <nolink nlid="nl9" bibid="bib15" firstref="ref26"></nolink> <nolink nlid="nl10" bibid="bib19" firstref="ref27"></nolink> <nolink nlid="nl11" bibid="bib12" firstref="ref29"></nolink>
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Perspectives from the Asia Region
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Songco%2C+Evelyn%22">Songco, Evelyn</searchLink><br /><searchLink fieldCode="AR" term="%22Bonnet%2C+Ma%2E+Paquita%22">Bonnet, Ma. Paquita</searchLink><br /><searchLink fieldCode="AR" term="%22Loyola%2C+Leandro%22">Loyola, Leandro</searchLink><br /><searchLink fieldCode="AR" term="%22Loong%2C+Teresa+W%2E+K%2E%22">Loong, Teresa W. K.</searchLink><br /><searchLink fieldCode="AR" term="%22So%2C+Joseph+C%2E+H%2E%22">So, Joseph C. H.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22New+Directions+for+Student+Services%22"><i>New Directions for Student Services</i></searchLink>. 2023 (183):55-63.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 9
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Personnel+Services%22">Student Personnel Services</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Personnel+Workers%22">Student Personnel Workers</searchLink><br /><searchLink fieldCode="DE" term="%22Pacific+Islanders%22">Pacific Islanders</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Associations%22">Professional Associations</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22College+Environment%22">College Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Lifelong+Learning%22">Lifelong Learning</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink><br /><searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink><br /><searchLink fieldCode="DE" term="%22Macau%22">Macau</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/ss.20479
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0164-7970<br />1536-0695
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The authors in this article share how the Asia Pacific Student Services Association was the impetus in the birth of student affairs and services and talent and development in the region. In Hong Kong, the Philippines, and most recently, in Macao, associations are creating communities of practices to assist in the work of the ever-changing university environments and the necessity of life-long learning and progress.
– Name: AbstractInfo
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1397067
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      – Type: doi
        Value: 10.1002/ss.20479
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 55
    Subjects:
      – SubjectFull: Student Personnel Services
        Type: general
      – SubjectFull: Student Personnel Workers
        Type: general
      – SubjectFull: Pacific Islanders
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      – SubjectFull: Professional Associations
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Communities of Practice
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      – SubjectFull: College Environment
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      – SubjectFull: Lifelong Learning
        Type: general
      – SubjectFull: Hong Kong
        Type: general
      – SubjectFull: Philippines
        Type: general
      – SubjectFull: Macau
        Type: general
    Titles:
      – TitleFull: Perspectives from the Asia Region
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Songco, Evelyn
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            NameFull: So, Joseph C. H.
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              Value: 183
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            – TitleFull: New Directions for Student Services
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