Post-COVID-19: renegotiating the scope, role and function of support and development for students in higher education across the globe

Abstract

The COVID-19 global pandemic has substantially and forever changed our world and the higher education landscape. Processes, systems, practices, and norms have been sharply disrupted and changed in irrevocable ways. Universities and higher education institutions across world regions responded promptly and in different ways, but were equally unprepared to deal with the impact of the pandemic (Crawford et al., 2020; DAAD, 2020; Marinoni et al., 2020; Tesar, 2020). Related to and embedded within higher education institutions (HEIs), Student Affairs and Services (SAS) is uniquely appointed, positioned, and capacitated to provide services and support for students' academic and personal-social development (Ludeman & Schreiber, 2020). Across the globe, SAS has different roles, functions, and structures; however, the overarching purpose of SAS is to advance student and institutional success (Humphrey, 2020; Ludeman & Schreiber, 2020; Os$eld et al., 2016).