Elicia Ford, National Disability Coordination Officer, Centre for Disability Studies
Let me tell you about Sam and Rachel. These students are studying at or have recently graduated from university in Australia. They come from diverse backgrounds and have diverse career aspirations.
Sam studied pharmacy because he has always had a strong interest in science. He also spent time as a child being treated in hospital and sees pharmacy as a way to give back to the community by providing high level health care. Sam is not yet sure which area of pharmacy he will specialise in, but as an above average student he was confident that his future career opportunities were bright. Sam was surprised, when eight months after graduation, more than 40 job applications and 10 interviews later he was still unemployed, while his classmates were all more than halfway through their internship and well on their way to full registration as a pharmacist. Based on his experience, Sam attributes the challenges he has experienced in finding work to having a disability. He says using a wheelchair doesn’t impact his ability to work effectively as a pharmacist – he successfully completed all of his work placements independently without the need for accommodations or adjustments - but rather it is employers’ lack of disability awareness and understanding that is the issue. With support from University Specialist Employment Partnerships (USEP) Sam got a job. He accepted an internship with a Chemist in Melbourne. Sam is calling for all employers to see people with disability as people first, to keep an open mind about their abilities, and to take the time to ask questions about how hiring a person with disability will work in their workplace.
Rachel studied a Bachelor of Science, majoring in Zoology. She loves animals and wanted to understand everything she could about them and their environment. Rachel now works in her chosen field but getting there wasn’t always easy. Despite being young, enthusiastic and confident, Rachel had many concerns about starting university – Am I smart enough? Will my dyslexia impact my study? Can I get support on campus if it does? Will other students understand me, or will I be alienated? Moving into graduate employment came with further worries – Will any workplace even hire a person with disability? How will I be treated in the workplace? Do I tell my boss that I have a disability? How do I bring it up, when is the right time and what information should I share? From her USEP consultant, Rachel accessed support to build up confidence and skill in having the discussion about dyslexia with an employer, and one-on-one support to apply for roles – alongside some general positive encouragement in what is a nerve wracking period of time! Rachel’s message is that whilst it may be daunting to share information about your disability, and that not all experiences are positive, the majority of time it is worth it to make things easier in the future, from fitting in with peers and colleagues to having teachers or employers who understand and support you when perhaps all you need is information presented differently or just a little more time.
Thomas Koruth, Director, Student Success
The University of Canterbury has recently launched a new ‘UC Employability Strategy for People with Disabilities.’ This strategy aims to educate people on campus about the issues students with disabilities face in gaining meaningful employment after graduating and to create an environment that draws attention and increases visibility for students with disabilities to gain employment in their chosen field.This strategy is a partnership between the University of Canterbury’s ‘Equity and Disability Service,’ ‘UC Careers,’ and ‘Workbridge.’ The partnership was launched on Wednesday, 14th August.
This partnership will assist to remove obstacles to employment for students with disabilities and barriers. The three services will work collaboratively and support students through a personal career development progamme called ‘Career Activator.’ The aim is to enhance student employability and facilitate students successfully transitioning from the University to meaningful work.
UC recognises that when examining employability and the graduate profile for students with disabilities and barriers on campus, this cohort of students have unique and additional challenges when seeking employment post study and may have poorer outcomes compared to non-disabled graduates. ‘Career Activator’ acts as a personal career development programme utilising the knowledge and expertise of the student, along with the knowledge, expertise and resources of the three contributing services.
The Career Activator offers the following services and/or advice to students with disabilities and barriers:
Job seeking and placement support
How to compete with people without disabilities
CV and interview skills
More information on assistance that can be sought for with a disability
Access to technology/software that makes working with a disability easier
Funding options for work in areas of interest
Employment that accommodates health issues and fatigue
Connections with employers especially those open to making reasonable accommodations
Finding work that provides financial support whilst studying
Al Martin, Residential Life Coordinator, University Hall, University of Western Australia
University Hall (UniHall), the residential college owned and operated by the University of Western Australia (UWA), offers a hand-crafted Professional Development Portfolio to its 750 residents as a key part of its residential life activities.
The portfolio launched in March 2018, with the vision to work collaboratively with industry to provide residents with events, activities and programs that prepare them for life after study, supports their career aspirations, and equips them with vital skills to improve their employability. The portfolio aligns wonderfully with UniHall’s mission to provide an environment where residents are best prepared to leave university as leaders of purposeful lives.
To date, more than 250 students have secured employment, internship or work experience through the Professional Development Portfolio’s offerings, and in May 2019 UniHall was awarded the APSAA Excellence in Student Experience for its innovative work in student professional development.
Leila Daniels, International Student Employability Liaison
The University of Tasmania’s I-PREP program - a dedicated, co-curricular work preparation program for international students – continues to grow from strength to strength. The program started as a pilot in 2016 and received Tasmanian Government funding in 2018 to expand the program offering more opportunities for students and industry participants to engage.
I-PREP provides both supplemental instruction to complement in-degree learning and targeted industry experience to familiarise international students with the Australian workplace and the job application process.
The program consists of three parts:
Part A: Education workshops covering Australian workplace culture, business communication skills and how to put together a job application package.
Part B: A recruitment and selection process involving students submitting a job application and then successful students shortlisted for an interview. This component of the program is a distinguishing factor from other Work Integrated Learning programs on offer and guarantees that the host employer is getting a work-ready candidate.
Part C: A workplace experience of between 45-80 hours in a local organisation is offered to students who successfully perform in the recruitment round. During the internship experience both the student and supervisor are fully supported with pastoral care given by the Program Co-ordinator at various stages of the program.
The 2018 program expansion has delivered positive results in the area of employability outcomes and continues to demonstrate the value of the program for students, graduates and local Tasmanian businesses. Initial employability results are indicating that 80% of students secured employment post internship and 42% of those who employed secured paid roles directly related to their chose career path.
Students continue to confirm that the I-PREP program contributed to them securing employment and enhanced their overall employability with the improvement of skills such as communication, and the ability to give a practical example of a Tasmanian work experience on their resume.
One of the most significant outcomes of the I-PREP program has been the development of understanding of the benefits of cultural diversity in the workplace amongst host employers. More than half of the supervisors in the program in 2018 commented that the program has challenged their thinking around the importance of building and valuing diversity in their teams. To watch a student’s experience in the program with Glenorchy City Council click here
The I-PREP program is facilitated by the Student Leadership, Career Development and Employment team within the Student Experience portfolio in the Academic Division of the University of Tasmania.
For more information please contact the program manager: Leila Daniels, International Student Employability Liaison email@example.com
Master of Teaching student, Ting Bie with supervisor Kate Kingshott, School Psychologist and Learning Support Coordinator at Eastside Lutheran College, Hobart.
Donna Thompson, Ali Jaquet, Geoff Vaughan and Graham Matchett
University of the Sunshine Coast (USC) has implemented a multi-campus, whole of institution Students as Partners program underpinned by an employability framework. Our key aim is to work in authentic partnership across USC to improve the student experience, amplify student voices, enable the development of key employability skills and enhance students’ capacity to translate their learning into future career pathways.
In 2017-2018, USC Student Services and Engagement (SSE) partnered with 85 students, who contributed over 600 hours to create the USC Student Senate (Senate). The Senate is underpinned by a Students as Partners ethos with the purpose of amplifying the student voice to make positive differences to learning and teaching at USC. Simultaneously, but separately, two other projects were being developed: the USC Student Leadership Award - to acknowledge student contribution to USC and the wider Community at graduation; and Peer Partnerships - to formally facilitate peer-to-peer learning.
In early 2019, the Student Governance, Peer Partnerships and Leadership Award projects were unified into the USC Students as Partners (SaP) program and merged into the Career Development Team. This team was subsequently rebranded as Careers and Employability, and this reflects the team’s holistic approach to supporting and preparing USC students and graduates for their future career paths.
The SaP program is founded on USC’s Graduate Attributes [See Figure 1 – USC Graduate Attributes], and participation in the program assists students to develop, practice and reflect on these attributes which are used to enhance students’ employability by identifying relevant skills and learning how to articulate this to employers.
Jane Bradley, Professional Teaching Fellow, Faculty of Arts
The Faculty of Arts at the University of Auckland comprises Schools of Humanities, Social Sciences, Cultures Languages and Linguistics, Māori Studies and Pacific Studies. Recently we have developed three new employability focussed initiatives for undergraduate students, which they can take as elective options within their degree. Our Career 100, 200 and 300 courses are designed to complement students’ subject-based majors with a more explicit and concentrated focus on employability skills and work-integrated learning (WIL).
The first cohort of students is now almost half way through our 100 level course - Crafting your Career. The cohort ranges from first-year students who are just beginning to explore career options to third-year students who are preparing to go out and secure their first graduate job.
One of the key features of Crafting your Career is the opportunity for students to work on a problem-solving project challenge in collaboration with a local organisation. Our first collaborative partner is The Warehouse Group Environmental Initiatives team who have visited us to present the students with a choice of four different environmental and sustainability focused challenges to work on. Over the next six weeks the students will be guided through the teamwork, research and idea generation process. They will also be assisted with creating presentations which they will give to The Warehouse Group in the last weeks of the course.
Robyn Thomas, University of Canterbury, Student in School of Health Sciences, Health Education
In early 2019, I was fortunate to complete an internship at a local high school. I worked with the year group dean and a registered psychologist within the guidance team. My role included research, observing a weekly assembly focusing on self-development concepts, and producing resources in line with the assembly theme, including intended learning, key competencies to develop in relation to the theme, background information and definitions, a challenge, and learning tips. This resource was used by the tutor teachers and students to expand their learning.
This is a note regarding identifying character strengths, one of the assembly themes:
One of the boys we talked to was quite an anxious boy, and when he identified his character strengths, he realised he was awesome at being brave, because he needed to be brave every day to overcome his anxiety and function.
The internship experience provided several learning opportunities, such as:
· How to develop relationships and networks.
· Experience in working with various personalities
· Being productive whilst working both autonomously and in a team.
· Decision-making and developing confidence in abilities
· Understanding how an organisation works, the structures, management and ownership
In addition, there were opportunities to learn new skills, but also put theory and skills learnt during my undergrad courses into practice, to create an understanding of how the theory from an academic perspective applies in the real-world setting. On the flip side, I also got an insight into constraints, these could be due to costs, time, or management views, within a business which affect best practice.
The internship also helped my intrinsic development. The compulsory Careers Internships and Employment self-understanding activities are modules that build on each other, beginning with identifying and ranking interests, then the skills and personal characteristics related to these interests. The modules progress to identifying career interests and self-assessment of skills. The modules end with recognising your value, personal attributes, and an understanding of how you relate to others in various situations.
This process sounds easy to do, however to gain the full benefits of the modules, it takes time to think deeply and it is important to be very honest with yourself, requiring you to take the time to consider your interests, strengths and experience then linking these to possible employment.
The internship requires a critical reflection of personal growth with civic and academic learning using the DEAL model (Ash & Clayton, 2004). These skills developed my ability to articulate my learning, whilst understanding my strengths and weaknesses, which was very helpful in gaining a deeper understanding of myself and provided a record of my journey. At the end of the reflection there is an opportunity to decide whether the internship work excites you, to know whether this is the field you would like to pursue or not.
As an intern I was allocated a supervisor. During and upon completion of the internship, the feedback and mentoring available from my supervisor proved valuable to gauge whether my understanding of my personal development aligned with my supervisor.
I am very grateful to my supervisor and the Dean for their generosity in supporting my learning through this time. I know that the work we are doing is making a difference.
Ash, S. L., & Clayton, P. H. (2004). The Articulated Learning: An Approach to Guided Reflection and Assessment. Innovative Higher Education, 29(2), 137-154. https://doi.org/10.1023/B:IHIE.0000048795.84634.4a
When Jonathan Lopeti arrived at AUT from the Kingdom of Tonga in 2014 to enrol in the Bachelor of Computer and Information Sciences in Software Development, he was a shy and uncertain teenager.
Now an analyst programmer graduate at BNZ, Jonathan says Employability and Careers and the AUT Edge Award made all the difference to his self-confidence.
“The AUT Edge Award gave me a lot of good learning experiences that I draw on to this day, like how I was limiting myself from opportunities. For example, I was approached to be a Youth Empowerment symposium panelist. I didn’t like public speaking and didn’t think I had anything to offer, but I did it because I didn’t want to disappoint the organiser and I needed to do leadership hours for the AUT Edge Award. By doing it, I found I could speak up and I felt a sense of belonging and pride about representing my country and AUT. I had to dig deep and break out of my comfort zone to know my worth and I wouldn’t have done that if I hadn’t been doing the AUT Edge Award.”
He says the AUT Employability team was hugely instrumental in helping him land one of the coveted BNZ graduate roles. “They helped me prepare my application and then for the interview. It really got me into a more comfortable zone to express myself and be more confident in what I have to offer to the company. It helped me work to my strengths and improve on my flaws. I guess I learned how to try and be better than the Jonathan from yesterday.”
AUT Edge Award graduate Mansi Limbard, who now works as a compliance and quality manager at Bakeworks Limited while doing her PhD, also credits the AUT Edge Award with helping her job search.
“After doing LinkedIn workshops I was able to approach Bakeworks directors through LinkedIn, then speak to them – that was a very big achievement for me. Then, during the interview with Bakeworks, I found I could talk confidently and honestly due to the skills I gained through doing the leadership challenge for the AUT Edge Award and the help I received from the Employability Lab.”
These skills continue to help her in a role that includes training and managing a team.
“I have to be confident and display leadership qualities as well as solve internal and external problems facing my team,” says Mansi.
“The award really gave me a way to build up my strengths.”
Mansi and Jonathan’s journeys sum up the relevant and inspiring support offered by AUT Employability, including the two extra-curricular awards. The AUT Edge Award was introduced three years ago, while a similar award - Beyond AUT - for postgraduate students was launched this month.
Charlie Devenish, Civic Engagement and Leadership Programmes Manager
Making the most of the university experience often requires students to step outside their comfort zone, affect change and connect to their community. Since 2008 hundreds of students have opted in to Victoria University’s extra-curricular Victoria Plus Programme to do just that. We designed a flexible, inclusive and wide ranging extra-curricular service and leadership programme to encourage students to get involved, help others and hone their employability skills. Achieving an award that is noted on students’ academic transcript in recognition of volunteering and civic engagement is valuable, but even more is the students’ sense of purpose and willingness to continue their involvement well into future life and career.
In 2019 the Victoria Plus Programme won an international sustainability award at the United Nations-hosted Green Gown Awards ceremony in New York. The awards are the most prestigious recognition of sustainability best practice within the education sector globally and are aligned with the UN Sustainable Development Goals. Victoria Plus won the ‘benefiting society’ category and the judges noted the wide ranging and long-term nature of the programme, and that students completing the programme develop a mindset of societal and environmental responsibility as they move into graduate employment.
Here’s what one alumna of the programme, Nandana Guda (pictured above), who now works in digital marketing in Australia, had to say about her experience.
"Since graduating from Victoria University of Wellington back in 2014, my experience from the Victoria Plus Programme has played a pivotal role in getting me to where I am today.
I left the University with a Bachelor of Commerce, majoring in Marketing, International Business, and Environmental Studies, and a Victoria Plus Award, earned through completing the Victoria Plus Programme.
Soon after graduating, I was lucky enough to be offered a position in the Master of International Business programme at the University of Sydney. The Victoria Plus volunteer experiences I included in my programme application were in fact the main reason I was selected for the programme. In particular, the programme panel mentioned how my experience from the Victoria International Buddy Programme alongside my volunteer work for the Refugee Drop-in Centre made me stand out as a candidate, as they reflected my experience working in cross-cultural environments. It also gave me the chance to assist students who didn’t have English as their first language, which not only demonstrated inter-personal growth, but gave me the opportunity to expand my network and make some amazing friends. These transitional skills have helped create a strong foundation to excel across all forms of communication during my study and in the workplace today.
My time as a Peer Assisted Study Support (PASS) Leader throughout the Victoria Plus Programme provided me with a pathway to take up a tutoring position in the School of Government at the University of Sydney. In turn, this helped me develop and build on my leadership, public speaking, and communication skills, amongst many others.
Additionally, working with Āwhina and the Pasifika Student Success team, formally known as Te Pūtahi Atawhai, as a mentor has been one of the most rewarding experiences to date. I took away a wealth of knowledge from my mentees and continue to volunteer as a mentor with both Victoria University of Wellington and the University of Sydney.
For the past three years, I have been working in the digital marketing sector in Australia. The experience gained from my postgraduate degree gave me the competitive advantage to secure my place in this industry—something I could not have done without having the cross-cultural and leadership skills that I cultivated and honed during the Victoria Plus Programme.
Victoria Plus is so much more than an award—it can be the cornerstone to a successful career!"
There will be a presentation about the Victoria Plus Programme at the ANZSSA conference in December 2019 and we’re happy to have contact prior to that: firstname.lastname@example.org
In 2018, the New Zealand Government, through the Ministry of Education, started a conversation with New Zealand citizens about what matters most in education. As part of the Kōrero Mātauranga, they heard from students, whānau, educators and communities about the importance of student voice to students and providers.
Feedback was that there are pockets of good practice in the New Zealand tertiary system where student voice is listened to and incorporated. But there is also room for improvement.
Students, staff, providers, education agencies and organisations, whānau, ‘aiga, and communities are invited to respond to a discussion paper about ways to enhance student voice by completing a survey. The discussion paper and survey are provided here: https://conversation.education.govt.nz/conversations/tertiary-student-voice/
We encourage ANZSSA members to submit opinions from their own institutions. If you would like to contribute to an ANZSSA submission, please email email@example.com
Kim Turudia, Convenor, Higher Education Health Providers PFG
The Higher Education Health Providers PFG recently held a network conference at Monash University in Melbourne (July 8-9th 2019). The event attracted 46 registrants, sponsors and presenters. Over the two days there was a range of topics discussed and presentations provided including:
The Healthy University model @ Monash Wellbeing
Student Safety supported through Sonder Australia
PointnClick - Making the case for collaborative medical and counselling records systems
Mind Power – People Power, learning the importance of human connection and communication – Anthony Laye
Medicare Australia presentation
The power of healthcare information technology through the HotDoc platform
BUPA – Mental health mapping and the stepped care model impact
Mindfulness presented by Dr Craig Hassed OAM, Monash University
Research on the Health and Wellbeing of students – Professor Lena Sanci, The Universityof Melbourne
International Student Wellbeing survey results presented by Allianz
Youth Projects – Night nurses delivering healthcare on the pavements to the homeless in Melbourne
As convenor I, Kim, wish to sincerely thank Monash and Melbourne Universities organising committee for collaborating and bringing to the network a great two days. The value of taking time to learn and network with colleagues is incredibly important. The ANZSSA Higher Education Health Providers Network allows us the opportunity to come together to discuss the importance of health and wellbeing on student success. We are seeking a host for 2020: please contact the ANZSSA office if you are interested.
For October, we are looking for articles that discuss and highlight the initiatives and programmes that help create safe and healthy campuses across Australia and New Zealand. These can be articles that discuss student involvement with ensuring health, safety, and well-being on campuses, initiatives that equip students with skills to lead healthy lives, crisis or disaster response systems etc. Please email your submissions to firstname.lastname@example.org by 25 September 2019.
Join ALTC Fellows, inspirational educators and contributing authors: Angela Carbone, David Boud and Rola Ajjawi, Joy Higgs, Nita Cherry, Mark Young, Asheley Jones, Jo Coldwell-Neilson and Noel Maloney at the launch of four new Brill books. Tuesday 17th September, Room EN213, Engineering Building, Hawthorn Campus, Swinburne University of Technology.
Looking for a new employee? Or looking for your next career move? The ANZSSA website provides a space for job opportunities in the student services sector to be listed. If you have a position available that you would like to share - it can be posted here.
Job opportunities can be viewed here.
We look forward to having you join us in Aotearoa New Zealand for this year’s ANZSSA conference.
To ensure the student voice is represented, ANZSSA has the pleasure of offering two student sponsorship opportunities:
$AUS1000 funding for a student studying and located in Australia to put towards conference costs
$NZ1000 funding for a student studying and located in Aotearoa/New Zealand also for conference costs
These students will have the opportunity to engage with a variety of students and staff from other institutions, represent the Australian or New Zealand experience on a student panel, further develop their leadership skill set, and share their learnings with their own student community. Visit the ANZSSA Conference website to apply, applications close 5pm Friday 13 September 2019.
Keynote speakers Lesley D’Souza and Laura O’Connell-Rapira will be facilitating pre-conference workshops from 1pm – 4.30pm on Sunday 8 December. Register your attendance to these workshops when you register for the conference here.
The power of a story: Translating our ways of knowing to make positive change – Lesley d’Souza
Data storytelling is set to become an essential skill set that all Student Services professionals need. We have learned to collect data in a variety of ways, but do we fully recognize how to consider equity and social justice in how we approach assessment? And once we have our data, do we think deeply about how to share the truths we learn in our data in powerful ways? The idea that emotions and logic are opposites has led to disastrous efforts to effect change that can end up accomplishing the opposite of what we want. The true path to change is forged with empathy. Using storytelling as a vehicle to generate empathy, we can motivate people to act together and collectively solve problems. Come hear more about strategies you can use to craft powerful stories around your data that will activate empathy and support positive change. In this workshop participants will practice telling powerful stories using sample data.
Te Toki a Rata (LT1 and Foyer), Kelburn campus, Victoria University of Wellington
Join us for Victoria University of Wellington’s tenth annual wellbeing symposium—a one-day event which brings together students, academic and professional staff, and anyone working to improve wellbeing in tertiary education.
This year’s symposium, Living the values in tertiary education, will explore how we as an educational organisation can embody our written core values and bring these to life in the ways we collaborate and support our community.
How we treat each other has a great impact on our health and wellbeing. We encourage people living, working, and studying in our community to understand and practise the University’s core ethical values—respect, responsibility, fairness, integrity, and empathy.
These values are manifested in our commitment to civic engagement, sustainability, inclusivity, equity, diversity, and openness.
But what does this look like in practice? How can we share these values with staff and students, and walk the talk together as a community?
Join us for a day of discussion and collaboration with a range of wellbeing experts from our academic, professional, and student community. Our plenary keynote speaker is Professor Marc Wilson, School of Psychology, Victoria University of Wellington.
Together, we can build a better understanding of how we can improve the way we live these values.
This tenth annual gathering also serves as an opportunity for wider connection and collaboration around the ever more important issue of our health and wellbeing.
Early-bird registration fee (until 23 August) is $85 - Full registration fee is $100
We have 60 free student registrations available. If you know of students who might be interested in attending, please email email@example.com for more details.
JANZSSA relies on ANZSSA members to provide support for the production of each publication and both these roles are important to ensure that JANZSSA continues as a professional journal.
The Peer Reviewers is sent a de-identified article to read after the article has been initially vetted by one of the JANZSSA editors for consideration for publication. They do not correct, rewrite or enhance the article. The Peer Reviewer reads the article as a ‘critical feedback friend’ and identifies:
Is this an article that will contribute to the work of student services and affairs and suited to the JANZSSA audience?
Is this an article that is suitable for JANZSSA’s peer review section (has a research aspect, discusses gathered data, unpacks theoretical elements or undertakes a meta analysis of relevant literature etc) or should it be more appropriately included in the professional papers section because while it includes a literature review it is more descriptive and does not really draw on data gathered or outcomes achieved? Or would it be more appropriately included as a best practice example?
Is the article well researched, adequately referenced, well structured, and grammatically correct?
The Peer Reviewer will often make some suggestions that will help the author/s improve the article.
The Peer Reviewer will draw on their knowledge to give the constructive feedback on: the content and the structure and the wording of the article. The Peer Reviewer will send this feedback to the Editors who will convey it as anonymous feedback to the author/s.
The Peer Review tells the Editors if the article is suitable for JANZSSA, is suited for the peer review section, can be published no changes needed, can be published with minor changes, needs major revision and a resubmit to the peer review process, should be rejected as not suitable or not of adequate standard.
What is an Associate Editor and what does an associate editor do?
The Associate Editors assist the editors to guide each received article toward publication.
They may be asked by the Editors to read the article and prepare more detailed feedback to offer to the authors about what could be done on the article to reach JANZSSA requirements.
They read the resubmitted articles as a ‘fresh pair of eyes’ to check if the requested changes have been made.
If the article is resubmitted after a major revision the associate editor may check if all the issues have been addressed.
The Associate Editors pass the articles back to the editors who will review the suggestions and pass the details anonymously back to the authors or take the article the next step toward readiness for publication.
If you like the look of the roles can you send a little detail about yourself to firstname.lastname@example.org with JANZSSA roles in the subject line and answer the following questions:
Which role/roles are you interested in? (it is okay to do both)
What is your role within Higher Education and what areas of expertise? (so we know what kind of articles to send your way).
How frequently would you like us to engage you with offers of articles to work with? (e.g. monthly/ every 2 months / twice a year / once a year)
The JANZSSA Editors invite submissions from ANZSSA members and student services and affairs workers for inclusion in JANZSSA Vol 27 Issue 2.
JANZSSA publishes peer reviewed articles, professional papers, best practice examples, book reviews and reports.
Along with seasoned contributors, new authors are encouraged to submit articles on their work for publication.
Support for authors is provided by the JANZSSA Editorial team to assist with readiness for publication.
Information and Submission Guidelines for authors are available at https://janzssa.scholasticahq.com/for-authors
Remember, as a publication your work in Student Services and Affairs supports not only your professional development but also encourages your colleagues and supports them in the important work that they do in student support and services in Higher Education.