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University Security and Safety
Tondelya Beaton
Liberty University
EDUC 759
Dr. Keith
2/15/2023
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Security and Safety in Campuses
Today, learning institutions play a huge role in unifying people. Universities are
portrayed as large institutions which attract different stakeholders and people from diverse
backgrounds. As a result, these individuals may have divergent goals and different views making
these learning organizations vulnerable to security threats. In this bid, the rising waves of
insecurity in universities have attracted various researchers and authors. Most researchers depict
education as a process that requires utmost safety and security to ensure there is a smooth and
peaceful teaching-learning process. Of particular interest is a journal published in 2020 to
identify implications for a safe campus environment and security threats faced by universities.
This paper presents the authors0osition, premise, and critique of the discussed findings.
Summary of the AuthoràPosition
The authors&indings offer an indicator that learning environments are vulnerable to
security threats. Following a brief literature review, the article highlights security-threatening
incidents. From the authors0osition, recent rises in criminality in universities pose the question
of whether the security personnel hired to protect lives still perform their duties effectively.
Following this assertion, the article presents several factors that welcome contemporary
challenges in security. Some of these factors include the lack of formal training on security, lack
of facilities to combat crimes, and failure of professionals to update their expertise in crime
management. The article also mentions various security challenges that are ignored among
universities. These include robbery, rape, kidnapping, drug offenses, student-community clashes,
and sexual harassment.
Besides highlighting the current security challenges, the study also presents strategies that
can be applied to manage security challenges in campuses. From the researchers0osition, the
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deployment of advanced technology is the strategy that most security departments should
prioritize. The article argues that recent technologies should be implemented in surveillance
systems to ensure that crimes are tracked in real-time thus averting significant impacts. Other
strategies that are summarized in the journal include the provision of security equipment to
security officers, the provision of an emergency alerting system, and partnerships with security
agencies to strengthen security. In summation, the authors present common challenges in
security, factors that harness insecurity, and solutions to these challenges through empirical
evidence.
Analysis of the AuthoràPremise
The authoràpremise is indicated by the first statement of the abstract. Ekpoh et al.
(2020) indicate that the research examines security challenges in campuses and the implications
for a safe learning environment. Sure enough, the study has backed this statement by providing
empirical evidence that confirms security gaps and offers recommendations that can be absorbed
to improve security. The research supports the premise by using suitable research questions to
inform the entire study. For instance, one of the research questions is geared at identifying the
security challenges in universities. This question joins hands with the first segment of the
premise which is an examination of security challenges on campuses. After identifying the
challenges, the authors move to the presentation of implications by regarding that the two
campuses used in the study deserve a better security architecture.
Response to the AuthoràPosition
The works of Ekpoh et al. (2020) inform security management practices in universities
and deserve appraisal. From the evidence presented, security threats are a barrier to academic
work. Therefore, the authors challenge stakeholders in the education sector to eliminate these
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threats to academic success. In support of this claim, universities should sustain a threat-free
environment by offering adequate funds to the security department. This is because previous
researchers have presented education as a process that needs the utmost security and safety. If the
security departments receive adequate funding, then other strategies such as the use of advanced
technologies in surveillance systems are achievable. Therefore, universities will be a secure and
safe place where learners from all backgrounds can gain knowledge without fear of outsider
threats. Such recommendations will transform the education sector and minimize security threats
in universities.
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Reference
Ekpoh, U. I., Edet, A. O., & Ukpong, N. N. (2020). Security challenges in Universities:
Implications for safe school environment. Journal of Educational and Social
Research, 10(6), 112-112.
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Journal Critique
Tondelya Beaton
Liberty University
EDUC 759
Dr. Keith
3//1/2023
2
Journal Critique
Summary of AuthoràPosition
The study by Zincirli (2021) aims to determine how school administrators view distance
learning as used during the COVID-19 pandemic. The article expounds on different methods
administrators use to evaluate the effectiveness of distance learning. Some of the approaches
used in evaluating distance learning include efficiency, continuity, flexibility, and student
interests. Results from the evaluation will be used as the basis for improvement. Additionally,
the article expounds on problems experienced when using distance learning during the pandemic.
For example, distance education is not as efficient as face-to-face teaching, the approach requires
technical infrastructure, and increased workload for staff members. Other challenges include
security problems and low interest among the students.
The author offers different solutions to help increase the efficiency of distance education.
For example, increasing the effectiveness of internet infrastructure, providing expert technical
support, increasing student motivation to use distance learning, and integrating individual
differences into the distance learning process. Other improvements include training school
administrators, developing reliable software, and planning distance learning courses. Lastly, the
articles expound on the future of distance learning. For instance, there will be an increase in the
utilization of distance learning, an increase in the number of distance learning platforms, and a
change in the curricula. School administration should be aware of such changes to ascertain
minimal disruption of the learning process.
Analysis of the AuthoràPremise
The authoràpremise is that school administrators had a positive and negative perception
of distance learning during the pandemic. Notably, the premise is supported by different
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arguments in the article. The positive view of distance education is supported by the upsides of
using the approach in schools. For instance, there was continuity of the learning process, reduced
spending on education, an increase in technological competence, and flexibility during the
teaching process. Such benefits improved how administrators viewed distance education during
the pandemic. Specifically, they perceived the approach as being critical to the learning process.
Hence, distance learning should be integrated into how teachers offer instructions or teach
students.
Furthermore, administrators had a negative perception of distance learning. The negative
perception implied the administrator had reservations regarding the utilization of the method.
There are different factors that cause the negative perception. For instance, the approach was
inadequate compared to face-to-face teaching, students lacked the motivation to participate in
distance learning, and teachers had increased workloads. Apart from that, there were cyber
security concerns associated with using the method. Such downsides led to administrators having
concerns about integrating distance learning into the teaching process. Addressing such concerns
will aid in ascertaining the successful implementation of distance learning.
Response
The authoràposition that distance learning has upsides and downsides is true.
Administrators should leverage the positives to improve teaching in learning institutions. For
example, flexibility will help in ascertaining there is impeccable time management. That will
ensure coverage of all critical topics in the curriculum. Apart from that, continuity will ensure no
disruption in the teaching process. Lack of disruptions will improve how learners comprehend
key concepts. Besides that, it is critical for administrators to address all challenges associated
with distance learning. For example, there should be an investment in training, computers, and
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providing technical support to learners. The other improvement is providing psychological
support to learners and preparing content for distance learning classes. Overall, distance learning
is an effective way to teach students, especially when there are movement restrictions. There
should be proper planning to ensure the method works.
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Reference
Zincirli, M. (2021). School administrators’ views on distance education during the COVID19 pandemic process. Malaysian Online Journal of Educational Technology, 9(2),
52-66. https://doi.org/10.52380/mojet.2021.9.2.217
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Student Affairs Officer
Tondelya Beaton
Liberty University
Dr. Keith
EDUC 759
3/1/2023
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Students Affairs Officer
Abstract
The Students Affairs Officer position requires considerable knowledge of the educational
setting, especially in tertiary learning institutions, with increasing diversity and evolution of
challenges, demands, and needs of students, the institution, and staff members. However, for one
to thrive in this position, one must demonstrate resilience and a positive attitude towards being a
leader who serves their people and works to improve the livelihood of students and the
surrounding community. Thus, to become a Student Affairs Officer, one must show empathy, be
student-focused, impartial, and knowledgeable, seek justice, and adopt a servant-leader
technique.
Introduction
My interest area in College/University Administration that I would like to concentrate on
is a Students Affairs Officer. This career path is widely recognized in tertiary learning
institutions, but few people pursue it. Student Affairs leaders are crucial, especially as liaisons
between the larger student body and the school’s administration. According to Hirschy and
Wilson (2017), such leaders are drawn to this role based on their desire to establish a caring and
thoughtful community and help learners thrive within and outside the school. Due to this, helping
students is always a continuous process as people are diverse, hence have different and
reoccurring issues. A Student Affairs leader’s characteristics include empathy, student-focused,
impartiality, knowledge, seeker of justice, and a servant-leader technique (Beavers, 2016). These
are particularly applicable in the rapidly changing education system, thus necessitating a more
holistic leadership approach and mentality. This paper discusses the Student Affairs Officer
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profession in University administration, highlighting the various skills, knowledge, education,
and responsibilities associated with this Position.
Requirements
Students Affairs officers must possess a bachelor’s degree in Education, Public Policy, or
other fields of Social Sciences or Humanities. Some of the skills an individual seeking to take
this career path should have include learner program administration, learners’ orientation,
excellent coordination, planning, and organizing skills, financial policies and aid initiatives,
awareness of budget administration as well as event planning (Dunn et al., 2019). Most
importantly, they need to demonstrate perfect communication and customer service skills in
addition to leadership skills that can transform their subjects. Also, showing assurance of the
continuous improvement and review process is an added advantage. Considering this role can
sometimes be intense, leaders in this Position need to be highly adaptable and embrace change.
Roles of Student Affairs Officers
Beavers (2016) recognize Students Affairs Officers as institutional leaders primarily due
to their position within the institution’s structure. Similarly, they work to design institutional
contexts to realize the organization’s visions by creating and maintaining aspirations and
objectives for the campus community. Additionally, a Students Affairs Officer’s associated work
is education. In reality, it is focused on comparable objectives as their academic colleagues,
applying instructional strategies to foster self-growth as well as learning (Beavers, 2016). As
such, Akens et al. (2019) emphasize that a leader in this Position must have an extensive
understanding of tertiary education, awareness of campus cultures, and seek to impart the
expertise across all institution’s staff and students. Students Affairs Officers are responsible for
the academic institution’s financial resources, facilities, and program management. They are also
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knowledgeable on practical techniques of conflict resolution, managing controversies, and
promoting cooperation among different competing interests within the institution (Beavers
(2016). In addition, the Students Affairs Officer is responsible for the students’ affairs
department’s needs which are aimed at directly serving the entire learner population and
collaborates with directors to react to and manage issues facing students on campus grounds
actively.
Issues and Challenges facing this Position
Presently, the Students Affairs Officer encounters several issues and challenges
throughout their performance of their duties and interaction with the student population. Some
core issues prevalent in many academic learning institutions in the recent decade are genderbased violence, sexual assault, mental health, and school shootings (crisis management). These
issues take up much of the professional’s time and attention, thus necessitating proactive
engagement of all stakeholders in ensuring students’ safety, progress, and well-being (Pope et al.,
2019). Also, there are instances where learning institutions have witnessed a rise in demand for
counselling services. The complexity of challenges facing students also tests counselling centres’
capacity to effectively handle these issues (Remley & Shaw, 2017). This has made Students
Affairs Officers’ roles more profound while offering them the chance to address and impact these
challenges from a policymaker and administrative viewpoint. Remley and Shaw (2017) highlight
that as the Students Affairs Officer’s duties continue to evolve, their responsibility to the student
body increases past mere engagement. Besides, one challenge that Students Affairs officers
encounter in modern-day society is establishing the appropriate opportunities that allow learners’
voices to be heard. In addition to fostering safer and more secure learning experience and
surroundings, they must adopt an approach that promotes individual growth.
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References
Akens, C., Wright-Mair, R., & Stevenson, J. M. (2019). College students and their
environments: Understanding the role student affairs educators play in shaping campus
environments. Charles C Thomas Publisher.
Beavers, J. (2016). Leadership perspectives of chief student affairs officers.
http://digitalcommons.unl.edu/cehsedaddiss/277
Dunn, A., Moore, L. L., Odom, S. F., Bailey, K. J., & Briers, G. A. (2019). Leadership Education
beyond the Classroom: Characteristics of Student Affairs Leadership Educators. Journal
of Leadership Education, 18(4). https://doi.org/10.12806/V18/I4/R8
Hirschy, A. S., & Wilson, M. E. (2017). Student affairs and the scholarship of practice. New
Directions for Higher Education, 2017, 85.
Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2019). Multicultural competence in student
affairs: Advancing social justice and inclusion. John Wiley & Sons.
Remley, T. P., & Shaw, B. M. (2017). College Counseling and Student Affairs. In Introduction
to the Counseling Profession (pp. 433-456). Routledge.
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Leadership Issues in Higher Education
Tondelya Nekeisha Beaton
EDUC 759
Dr. Keith
January 28, 2023
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In today’s rapidly changing environment, higher education leadership is experiencing numerous
challenges. From student debt and increasing tuition costs to the integration of technology and online
learning, leaders in higher education must focus on addressing numerous complex issues in the rapidly
changing environment. This paper focuses on discussing some of the primary leadership challenges
experienced in the higher education field today, including the financial burden on learners, the need to
adapt in the face of innovative technologies, and the significance of addressing challenges associated
with equity, diversity, and inclusion.
The increasing tuition fees and consequent financial burden of student debt are among the major
leadership challenges experienced in the field of higher education. The continuous rise in the cost of
college education presented numerous financial challenges to learners even before joining colleges or
universities. The decrease in state funding for higher education is among the major causes of the
increase in tuition costs. Therefore, colleges and universities are forced to increase tuition fees to make
up for the lost income. Furthermore, the cost of living and the cost of running higher education
institutions have gone up, leading to an increase in tuition costs. The challenge of student debt has
severe consequences on learners because it makes it challenging for students to afford basic needs such
as food and housing (Dopson et al., 2019). The challenge of student debt can also negatively impact the
nation’s economy by limiting the amount of money available for borrowers to spend on goods and
services.
Higher education leaders must also address the issue of adapting to new technologies and online
learning platforms. Numerous higher education institutions are still struggling to create a balance
between traditional learning approaches and innovative new approaches that utilize technological
advancements to address learners’ education needs. Formulating a strategy that higher education
institutions can use to easily integrate new technologies in their learning processes and classrooms is a
major challenge to many higher learning institutions because the integration of new technologies in
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higher education requires significant investment in the purchase of necessary technological resources
and training educators on how to effectively use the technological resources in presenting course
materials to learners. The integration of new technologies in higher education learning presents both
opportunities and challenges for both learners and educators. Educators are required to adapt to new
teaching approaches and tools. For instance, the focus on online learning has forced many educators to
learn to use new technologies, platforms, and tools like Canvas, Zoom, and Blackboard.
Learning new technologies can be time-consuming and higher education institutions are
required to make a significant investment in training and professional development. Additionally, not
all learners are comfortable with the use of technology in classrooms (Tsai et al., 2019). Some learners
struggle to understand concepts presented through online learning platforms, resulting in a divide
between learners who can fully participate in class and those struggling to keep up. Furthermore, there
are numerous challenges in ensuring that all students have access to new technologies. Therefore,
higher education institutions are required to invest in accessibility tools like screen readers and
captioning to guarantee that all learners can participate in the learning process. Even though the
emergence of new technologies in the higher education field presents numerous challenges, they also
present numerous opportunities such as online learning platforms enabling learners to access
educational materials from anywhere (Akanji et al., 2020). Furthermore, the use of technologies in the
classrooms enables educators to create engaging and interactive lessons that can keep learners engaged
and motivated. In summary, the integration of new technologies in higher education institutions creates
both challenges and opportunities for school management. Higher education institutions and educators
should focus on investing in training, professional development, and accessibility of new tools.
Numerous higher education institutions also experience challenges associated with diversity,
equity, and inclusion (DEI). Today, numerous universities and colleges still experience challenges in
establishing inclusive environments and offering equitable opportunities for learners from marginalized
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groups. Learners from marginalized groups comprise students of color, learners from low-income
backgrounds, students with disabilities, and first-generation college students. The lack of diversity
among faculty and staff is among the major contributors to the challenge of diversity, equity, and
inclusion in higher education institutions, making it challenging for learners from marginalized groups
to find mentors and role models with similar backgrounds and experiences. Furthermore, numerous
higher education institutions have failed to take appropriate steps to address systemic and historical
inequalities that continue to impact learners from underrepresented groups (Namyssova et al., 2019).
Higher education institutions also experience numerous challenges in establishing inclusive classrooms
and curricula. Creating inclusive classrooms and curricula focuses on addressing unconscious bias in
learning and assessments, and guaranteeing that all learners have equal access to the support and
resources they require to succeed. Higher education institutions can address the challenge of diversity,
equity, and inclusion by implementing various DEI initiatives like recruiting more diverse staff and
faculty, establishing affinity spaces for learners from marginalized communities, and revising the
curriculum to include diverse perspectives. Nevertheless, DEI is a long-term and ongoing process that
needs constant reflection, self-evaluation, and dedication from all members of the higher learning
institution’s community.
In conclusion, higher education leadership is experiencing numerous challenges in today’s
rapidly changing environment. From increasing tuition costs and student debt to the integration of
technology and online learning, higher learning institution leaders must prepare to navigate a complex
and dynamic landscape. By focusing on addressing challenges such as adaptability, affordability,
diversity, inclusion and equity, and workforce preparation, leaders in the higher education sector can
guarantee that their institutions are offering high-quality education to learners and enabling them to
prepare for success in their future careers.
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References
Akanji, B., Mordi, C., Ituma, A., Adisa, T. A., & Ajonbadi, H. (2020). The influence of organisational
culture on leadership style in higher education institutions. Personnel Review, 49(3), 709-732.
Dopson, S., Ferlie, E., McGivern, G., Fischer, M. D., Mitra, M., Ledger, J., & Behrens, S. (2019).
Leadership development in Higher Education: A literature review and implications for
programme redesign. Higher Education Quarterly, 73(2), 218-234.
Tsai, Y. S., Poquet, O., Gavi?, D., Dawson, S., & Pardo, A. (2019). Complexity leadership in
learning
analytics: Drivers, challenges and opportunities. British Journal of Educational
Technology, 50(6), 2839-2854.
Namyssova, G., Tussupbekova, G., Helmer, J., Malone, K., Mir, A., & Jonbekova, D. (2019).
Challenges and benefits of blended learning in higher education.

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