A proposed model for the continued professionalisation of student affairs in Africa
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AbstractThis article presents a model that can inform the continued professionalisation of<br />student affairs as both a field and a practice in Africa. After providing a brief overview<br />of the African post-secondary educational climate and establishing student affairs as an<br />internationally recognised profession, I analyse three pieces authored or co-authored by<br />Mirko Noordegraaf (2003; 2007; 2011) that develop the concepts of socially constructed<br />professionalism, management of practices-in-transition and hybrid professionalism. I<br />then employ these concepts to create a professionalisation model that incorporates an<br />awareness of the complex and diverse nature of African student affairs work. I next examine<br />two key areas present across the modern African post-secondary environment – career<br />education and distance learning – and discuss how the model can guide student affairs<br />professionalisation and practice when working in these important educational spaces. I<br />conclude by briefly commenting on the potential for practitioners in the African context<br />to develop new pathways forward for the international student affairs community.