Search

Research concerning Indian American Christian college students’ experiences is virtually non-existent, leaving scholars and student affairs professionals lacking empirical data to support this popu...

The purpose of this critical content analysis study was to examine higher education/student affairs (HE/SA) preparation toward a racial framing that centers and honors Black mattering. We explored linkages between Black literacies and epistemic credibility as indicators of Black mattering by analyzing 24 syllabi of foundational courses in HE/SA graduate preparation programs using Muhammad’s (2020) Historically Responsive Literacy (HRL) framework. The HRL framework is a four-layered equity framework with the following learning goals: (a) identity development; (b) skill development; (c) intellectual development; and (d) criticality. Across the four layers, we found little evidence of Black mattering in our data. To meaningfully situate Black mattering within curriculum development, we suggest instructors use their syllabus to begin unframing white supremacy and framing the curriculum with Black mattering.

Using a critical lens, this article discusses some of the most common recommendations for human resource and community college leaders on how to respond to budget cuts to student affairs and support services at community colleges. Student affairs and support services are often the first to experience budget cuts in higher education, yet little is known about the impact of—as well as responses to—declining budgets to such services in community colleges. As part of this critical analysis, we frame recommendations using resource-based perspectives to better understand institutional actions in the face of budget cuts, such as identifying sustainable alternative financial resources and increasing efficiency of existing financial and human resources through increased coordination with other community college units. We also discuss how these best practices can also lead to other challenges in times of financial crisis that institutional leaders should consider.

The objective of this study was to examine the methods White women use to navigate race in a student affairs professional setting. White women have a unique lens in interpreting race due to their privileged status as White as well as their subordinate gender status. Using Bonilla-Silva’s colorblind racism and Cheryl Matias’ emotionality of Whiteness framework, this study sought to understand the methods, whether consciously or subconsciously, White women use in their daily encounters with race. A semi-structured interview method was applied to 23 participants at two public institutions of higher education. The interviews focused specifically on how they felt about racial issues in the workplace as well as how participants perceivethemselves as White women in the student affairs profession. A commonality amongst all participants was that their origins of racial understanding began with a colorblind lens. The disruption of the colorblind lens for participants solicited emotional responses to racial discourse and situations. Specifically, anger, avoidance, self-victimization and tears were revealed throughout this study. Additionally, content analysis was used to learn about the campus climate issues at each respective institution.The themes that emanated from the study were emotional resistance to race, distance from racial terminology, identity as a minimization tool, evolution of awareness, as well as re-centering and challenging Whiteness. These themes describe mechanisms used by participants in professional environments when race was a focus. The emotional aspect of the data yielded examples of White women using emotions to uphold White supremacy through tears, anger, victimization or guilt. These responses refocus the racial conversation on White women and shift the focus away from the issues of People of Color. A maneuver used to avoid race was avoiding racial terminology altogether as well as using other identities such as gender, sexual orientation and ability status to minimize the racial focus. Additionally, several participants encountered racial dissonance and continued to grapple with race as Whites and a few recognize the power there is in being White women in a student affairs organization.The findings indicate that there was growing awareness among the participants and this journey is highly contradictory. This is highlighted through participant views on affirmative action as well as a vacillation between guilt and self-victimization. This study did highlight the need for more in-depth professional training for student affairs professionals focused on the use of language centered on racial justice, emotions as well as colorblindness.

American colleges and universities attract nearly one million international students each year to their higher education institutions. Reasons for the high demand of American degree and certificate programs include a major boost in one’s social, cultural, and economic capital. Expansive alumni connections, world-class skills training, and enhanced job prospects and opportunities, both domestically and internationally, are made accessible to graduates from American institutions of higher education (IHE). At the same time, choosing to enter a new foreign environment in the United States involves major social and cultural changes as well as financial demands. Universities are at the nexus of marketing to, accepting, welcoming, and providing education to this invaluable part of American campus communities.International students who choose to make the trek to the United States enter a new foreign landscape that includes concerns of safety, and more specifically, fears and concerns of America’s prevalent “gun culture.” Utilizing Dewey’s theory of experiential learning and a Freirean critical approach, I will use a communication studies approach to examine the lived experiences of Indian and Chinese international students at The University of California, Los Angeles (UCLA).Mass media, social media, and face-to-face intercultural interactions will be examined to construct a clearer picture of international student educational experiences. While examining general perceptions of safety in America and its college campuses, special emphasis is placed on international student perspectives of the June 1st, 2016 murder-suicide that took place on UCLA’s campus. As false rumors of a coordinated terrorist attack and reports of mass casualties were spread on campus, an already tragic event was amplified into a global one.In-depth interviews and focus groups are used to gain insight into the world’s two largest overall global and American higher education populations. Detailed qualitative analyses reveal international students’ day-to-day interactions with mass media, social media, and face-to-face intercultural interactions as well as the part these modes of communication play in international students’ visceral thoughts and concerns on gun violence, a prevalent gun culture, and their experiences within American IHE.Findings show that international students at UCLA see their campus as a “protective bubble” which appears to temporarily assuage safety concerns. On the other hand, they often display contradictory actions and feelings which point to their local environments on and off campus as places that are sometimes safe and predictable and at other times filled with danger and uncertainty. A discussion of salient themes related to their perceptions of safety demonstrate a direct impact on their educational experiences and daily lives on and off campus.It is my hope that by documenting and exploring the day-to-day thoughts and feelings of these international students in regard to their perceived safety while studying at UCLA, university and governmental leaders alike can better understand and support the needs andconcerns of the United States’ vital international student populations. Policy, practice, and future research recommendations are offered.

Student engagement is a widely researched and utilized concept to enhance student experiences and outcomes. Most research on student engagement, however, focuses on curricular engagement with relatively little emphasis placed on the co-curriculum. This study utilizes Case’s theory of relational engagement to analyse findings from three focus groups conducted at a university in South Africa to better understand how relational engagement is instantiated in the co-curriculum and how the co-curriculum differs from the standard academic curriculum in terms of engagement. In particular, we show relational engagement is just as important in the co-curriculum, highlighting student relations to broader university life, to fellow students, and to communities beyond the campus.

The drive to mainstream indigenous knowledge into student leadership development in Zimbabwean higher education has recently gained currency. Student leadership development has a Eurocentric historical background and it has continued on this paradigm in the post-independence era. Framed on decolonial theoretical framework this study interrogates the challenges that are faced by student affairs practitioners in their efforts to include indigenous epistemologies into student leadership development programmes. The research was designed as a case study that employed qualitative methods of data collection and analysis focussing on student development practice at three state universities in Zimbabwe namely Bindura University of Science Education, Chinhoyi University of Science Education and Great Zimbabwe University. Data were collected through in-depth interviews with student Affairs practitioners and analysed through NVivo qualitative data analysis software. Research findings indicate that student affairs practitioners face a myriad of problems which hinder the mainstreaming of the knowledge of the local indigenous people into leadership development. These problems include lack of training to empower them with skills to include indigenous epistemologies into student leadership training, lack of funding and policy guidelines. Theorising on this complexity the research recommends the designing of leadership programmes that imbue indigenous epistemologies of the local people in student development such as hunhu/ubuntu values.

The gap in the quantity and quality of education between regions, discrimination, and injustice in access and education services is exacerbated by the dichotomy of only and non-superior schools widening the gap in the quality of education in Indonesia. To increase the distribution of quality and equitable quality education services to students, a zoning system PPDB management is needed. On that basis, this study aims to describe the PPDB management of the zoning system to equalize the quality of education services for students at the Tasikmalaya Regency State Senior High School, which includes planning, organizing, preparing personnel, implementing, coordinating, reporting, and budgeting. This research uses a qualitative approach with the type of case study. The research location is SMA Negeri 1 Ciawi, SMA Negeri 1 Karangnunggal and SMA Negeri 1 Cikalong, Tasikmalaya Regency. This study resulted in that: 1) Planning for the zoning system PPDB includes setting goals, formulating current conditions, identifying facilities and obstacles, and developing a series of activities. 2) Organizing the zoning system PPDB includes preparing the organizational structure, dividing workloads, and determining the lines of coordination and authority. 3) Preparation of PPDB personnel for the zoning system includes needs analysis, recruitment of committees according to the main tasks and functions, and training of organizing committees to work according to their duties and functions. 4) Implementation includes PPDB registration, data verification, and selection of prospective students, meeting to determine PPDB selection results, the announcement of PPDB results, and re-registration. 5) Coordination includes coordination with internal schools and coordination with external schools. 6) Reporting includes reports on recapitulation of re-registration received and re-registration, class division, submission of student files to BP/BK and student affairs, evaluation, and preparation of reports. 7) Budgeting includes budget planning and realization of budget use. 8) Obstacles can be seen from technical and non-technical constraints. 9) Solutions and improvement efforts can be seen from technical solutions and non-technical solutions.

The purpose of this study is to measure satisfaction compared to performance on educational services for students of the Faculty of Economics and Business, University of Mataram, using the servqual model from Parasuraman et.al. which consists of fives dimensions, namely Tangible, Realibility, Responsiveness, Assurance and Emphaty. Respondents consisted of 135 students who were selected by purposive sampling from 3 majors which were evenly divided 45 students for each department. Data were analyzed using the Customer Satisfaction Index (CSI) and the Importance Performance Analysis (IPA).From the analysis it was found that: the average level of satisfaction in education services got a score of 15.5 with the IKM = 72.48% which was at the level of "Satisfactory" with service quality in the category of "Good". There is no wide gap between the level of satisfaction and the level of importance (expectation) in the three research majors.To increase student satisfaction, leaders need to pay attention to the dimensions that get the lowest satisfaction, such as the tangible dimension, which includes toilets, religious facilities, physical facilities, provision of a canteen, and other complementary facilities. Besides, it is necessary to increase the sensitivity of lecturers and staff to facilitate student affairs, especially in the thesis guidance process.

Student affairs scholarship has highlighted the importance of supervision, which is often an underdeveloped function of many professional positions. This study focused on 11 residential life mid- a...

This research aims to find out the student management process which includes planning, organizing, implementing and evaluating in student management at Islamic Elementary School (SD Islam) Roushon Fikr Jombang. This study uses qualitative approach with qualitative descriptive research type. Data collection techniques in this study using interview methods, observations and documentation. The results showed that the planning of students at SD Islam Roushon Fikr Jombang is a student management planning program prepared by the deputy principal III in the field of student affairs in the plenary session to the foundation by adjusting the needs and following the development of the school. The development of students at SD Islam Roushon Fikr Jombang is done such as instilling a responsible attitude such as coaching discipline given by the student. The development of extracurricular activities at SD Islam Roushon Fikr Jombang is carried out by providing special guidance and training in accordance with their fields to strengthen the skills and interests of students' talents. Evaluation of students' learning is done to see the success and improve the activities that have been carried out.

Collegiate esports is a rapidly growing entity that is managed differently across campuses, with oversight taking place in athletic departments, campus recreation departments, student affairs, and to a lesser degree, academic departments. Esports has the potential to support the recruitment and retention of students while supporting the academic mission of universities through co-curricular opportunities in a variety of subject areas. Despite the broad existence of peer-reviewed research debating the consideration of esports as a sport, limited research is available that asks esports participants if they view themselves as athletes. A total of 120 participants completed a survey instrument that included items from the Athletic Identity Measurement Scale-Plus and the Quality and Importance of Recreational Services instruments. From the collegiate esports players included in this research, we see a complex picture of student-athletes emerging.

In this essay, I draw on the socio-historical context of free speech and hate speech in U.S. public higher education and the concepts of color-evasiveness and free speech ideology to conceptualize ...

This study aims to describe the integrated school management with PPK. The research was conducted at Muhammadiyah Wirobrajan 3 Elementary School in Yogyakarta City (Wibraga). This research is a qualitative approach. Data were collected through interviews, observations, and documentation. The results of this research are as follows: Firstly, the school management was integrated with the character education program at Wibraga, covering four functions; 1) The systemic-integrative planning by forming a development team for formulating PPK programs; 2) The organizing job description with three departments, the head of Curriculum and Teaching, ISMUBA and BHI, and Activities and Student Affairs; 3) The implementation of PPK programs was integrated through intra-curricular activities, the class based on co-curricular and extracurricular activities, Islamic and society life culture; 4) The controlling of PPK programs was realized in attitude books, school regulations, and external supervision with teachers, public relations, student parents, and local society.

This study examines the impact of a cultural center on students’ views and perceptions of their own cultural competency learning and ability to manage their college experience at a large metropolitan university. This exploratory analysis highlights the views of ten students who frequently engaged with a cultural center. Emerging themes include: (a) how students at a metropolitan university defined cultural competence; (b) challenges, difficulties, and problems participants experienced interacting with people from other cultures (e.g. nationality, ethnicity); and (c) successful interactions participants experienced with people from other cultures. Findings and discussion from this study suggest: (a) identity, exposure, and critical awareness; (b) navigating and negotiating conflict; and (c) engaging cultural resources are the skills students develop, through experiences with a cultural center, that impact their ability to manage their college experience. This project studied a culturally mixed group of students using personal experiences, interviews, and focus group discussions to describe meaningful and defining moments. This study and its findings are noteworthy because there is little research in this subject area. All participants were frank, cooperative, and candid throughout the process. They offered insights and shared information regarding cultural competency at Metropolitan University (MU).

This article describes the case of a team of scholar practitioners working to recognize student learning via a campus-wide co-curricular record project at a large, public, highly-decentralized university. The case was influenced by two key tensions at the university: an inconsistent usage of learning outcomes campus-wide and lack of experience with learning outcomes among individual educators. The team was committed to centering a learning outcomes paradigm for the co-curricular record to benefit students, unlock valuable institutional data, align with student affairs best practices, and promote a culture shift towards assessing co-curricular learning. When confronted with the required learning outcomes portion of the co-curricular record, stakeholders experienced a range of barriers to participation, bringing the project to a temporary halt. The team drew on organizational change and scholar practitioner approaches, to make strategic design, implementation, and training choices to address the learning outcomes barriers that stalled the project. By matching strategies to barriers the team created conditions that reactivated the co-curricular record project, made learning outcomes more usable and relevant for individuals and units, and contributed to a burgeoning campus-wide assessment culture. Though this case concerns a specific campus, the barriers, strategies, and benefits of using learning outcomes described here are applicable to readers with a range of roles and change priorities.

The Student Resilience and Well-Being Project (SRWBP) was a collaborative effort to address concerns about college students’ resilience and well-being involving academic researchers and student affairs professionals at four private higher education institutions. In this paper, we provide a practically oriented, high-level description of three major components of the project. Each concludes with a brief discussion of significant challenges and how they were addressed. We begin with an overview of the project that emphasizes administrative challenges associated with coordinating and deploying the efforts of multiple researchers and practitioners at four schools with no prior experience working together on similar projects. We next describe the four-year longitudinal study that became the centerpiece of the project, emphasizing the challenges associated with coordinating researchers’ interests, recruiting and retaining student participants, and incorporating information from student records into the data set. Effective use of the resultant large and complex data set necessitated systems and policies for its management, storage, documentation, and sharing of the large amount of data, which is summarized in the next section. The paper concludes with a summary of the broader challenges and lessons learned from the SRWBP and recommendations for teams considering similar efforts.

The concern on mental health issues keeps increasing among college students globally. College years are prone for students to experience mental disorders. Hence, the demand for mental health services on campus far exceeds the available resources. Colleges around the world are aware of the critical issue of mental health among their students. Some institutions have come up with emerging programs, new online resources, and innovative approaches to tackling the problems. This study, therefore, aims at identifying the resources to aid mental health problems made available by the universities in Malaysia. To identify available resources, we employed the systematic review using the PRISMA guidelines. The review includes reports as well as information available on the internet. A checklist is employed to filter the information gathered. Gathering information from the local universities, the study reviews websites and interviews the student affairs division for activities concerning mental health. The findings reveal available approaches to tackle the mental health problems among students and to what extent the universities take actions to help resolve the condition. Finally, this study recommends that universities take intensive initiatives to help students with mental health problems. They should move forward from increasing awareness toward conducting intervention programs.

The purpose of this research is to uncover and describe how public relations management might help improve the image of private Islamic religious universities in Kopertais area XIII Jambi. Through participant observation, this study employs a qualitative descriptive technique. The subjects of the study included the Head of the Private Islamic Religious College, Deputy Chair III for Student Affairs and Quality Assurance, and the administrative / staff section of the private Islamic religious college in Kopertais Region XIII Jambi. Observation, interviews, and documentation are all used to acquire data. Data analysis using the Miles and Huberman approach, which includes data reduction, data display, and verification or conclusion drawing. Focused on data analysis, it is possible to determine that public relations management improves image by executing management functions, which are then carried out by various programs that are conducted and based on establishing values of trust, motivation, or public perception, as well as higher education program activities aimed at the target. the general population, as well as the special society.

Much of the existing literature on Vietnamese Americans focuses on experiences of previous generations and does not capture the perspectives of the current generation of Vietnamese Americans, more specifically those who are college students. The present study examined the role of family influence on college experiences for Vietnamese American students. This study utilized qualitative methodology, analyzing data collected from semi-structured, in-person individual interviews conducted with six Vietnamese American college students (VACS) attending a large, predominantly white institution (PWI). Results from this study reveal not only how VACS construct meaning of their family influences and college experiences, but also how they come to understand their own Vietnamese American identity. Major findings from this study reveal that VACS exist between two worlds: the life of a second-generation immigrant Vietnamese American, and the life of an American college student. This article provides implications for higher education and student affairs practitioners to understand the unique experiences of this underrepresented and under-researched student population. Implications for further research are also discussed.

Every year, class representatives are elected at the University of Cape Town to represent students on academic matters in relation to a specific academic course. A vital element of this representative role is to advocate for an enabling learning environment that promotes learning excellence. In preparing class representatives for their leadership roles, the Department of Student Affairs, in partnership with the Students’ Representative Council (SRC) and the Faculty Councils, host and facilitate a class representative induction programme. The induction typically utilised face-to-face synchronous teaching methods. However, since the advent of Covid-19, adaptions to the induction programme had to be made in order to reflect the new normal imposed by the pandemic. Against this backdrop, this article addresses various design-related choices encountered from an online education technology perspective. Key areas of reflection include working with the SRC Undergraduate Academic Co-ordinator and Faculty Councils as a design team in transitioning a, hitherto, synchronous programme catering for approximately 420 class representatives, from a face-to-face mode of delivery to an online mode of delivery. Particular attention is paid to the social constructivist design elements of the programme development process and how these elements were managed with regards to the enablements and constraints encountered in the virtual space by exploring the technological affordances of various ed-tech options available to student affairs practitioners. This article contributes to the practitioner literature by demonstrating how ed-tech can be leveraged to aid in the preservation of existing practices as blended learning approaches continue to shape and augment the future of co-curricular programme delivery in higher education.

No Abstract.

Inclusive classroom training typically focuses on course design, teaching strategies, and evaluation practices girded in best teaching practices. Our university has hosted inclusive classroom training for six years, but just recently began providing mandatory training in each of the university’s academic departments for teaching faculty (including term, tenure-track, tenured, and adjunct professors). The newness and relevancy of student development theories to faculty proved worthy of increased attention by our Center for Excellence in Learning and Teaching. Using qualitative assessment data from our institution's mandatory Inclusive Classroom Annual Training for faculty, we present findings that illustrate how instructors would benefit from cursory information on student development theories. Faculty reflections focused around three themes. First, it is essential for faculty to humanize teaching and learning by remembering to teach students and not just course content. Second, faculty could connect their new knowledge of student development theories to their pedagogies and specifically how it can promote inclusive classroom environments. Finally, participants shared vulnerabilities by interpreting their past, present, and future teaching through a lens of student development theories. Also provided are recommendations to enhance teaching development for faculty, teaching and learning centers, and student affairs educators centered on the importance of student development theories.

Higher education institutions around the globe are focussedon creating inclusive environments for all students. Initiatives are being crafted to assist marginalised students to obtain better outcomes in key metrics such as enrolment rates, retention rates, graduation rates, and resultant employability statistics. This article presents findings from a quantitative study conducted at a large research university in the United Kingdom that examined factors that impacted the persistence and engagement levels ofBlack and Minority Ethnic students. The study examined such factors as resilience, challenges, persistence, decision-making, student support, communications and feelings of belonging.Significant differences were found among Black, Asian, White and Other minority groups on multiple factors contributing to persistence and engagement. Recommendations for practice change in university operations, specifically Student Affairs and Academic Affairs, are offered.

Research on first-generation doctoral students and Black doctoral students have largely remained separate despite the significant overlap in the two populations. With almost half of Black doctoral ...

The value of lifelong learning and alterations in course delivery modes and programme structures of graduate education to include evening and weekend coursework have increased the presence of multiple generations in educational settings ( Sánchez & Kaplan, 2014 ). In a number of fields, such as business and public administration, age diversity in graduate education is common. Historically, for student affairs preparation programmes (SAPPs), however, age diversity was still not consistently seen across programmes. However, as age diversity increases in SAPPs as programmes restructure to appeal to students with a variety of life experiences, opportunities to embrace intergenerational learning become available. This qualitative study explored the experiences of 13 post-traditional master’s degree students in SAPPs across the U.S. to understand their experiences in a multigenerational academic programme and how they navigate generational difference. Three themes emerged: honouring lived experiences in the educational experience, generational differences in understanding diversity and social interactions across generations in a community of learners. Recommendations for SAPP faculty to negotiate generational differences in learning spaces are provided.

Kemajuan teknologi informasi yang berkembang di dunia pendidikan, membuat kampus Atma Luhur selalu ingin mengembangkan teknologi informasi termasuk dalam pemberian beasiswa. Informasi beasiswa pada kampus Atma Luhur belum banyak diketahui oleh mahasiswa dan calon mahasiswa baru. Saat ini tidak ada sistem yang terkomputerisasi untuk membantu proses pendaftaran serta pengelolaan beasiswa pada kampus Atma Luhur. Oleh karena itu dibutuhkan suatu sistem informasi beasiswa berbasis web agar mempermudah mahasiswa untuk mendapatkan informasi serta melakukan pendaftaran beasiswa sehingga setiap mahasiswa berhak untuk mendaftar dan mendapatkan beasiswa untuk membantu bagian kemahasiswaan dalam mengelola data. Untuk menunjang sistem beasiswa ini penulis menggunakan model waterfall dalam proses penganalisa sistem. Pemodelan perangkat lunak digambarkan dengan UML (Unified Manipulation Language).Hasil dari penelitian ini adalah Sistem Informasi Beasiswa berbasis web menggunakan Model waterfall dengan Metode berorientasi objek. Pengujian perangkat lunak menggunakan metode User Acceptance Test mendapatkan hasil sebesar 84%.

Social attitude is one of the character values that every student must have as a provision in living life in the community to materialize a harmonious and peaceful community condition. The subjects of Islamic Religious education (PAI) have a very strategic role in the cultivation of social attitudes to the students through the development of the PAI hidden curriculum. This research aims to analyze the implementation of the hidden curriculum of Islamic Religious Education (PAI) at State Junior High School 9 Yogyakarta and its implications for the formation of learners ' social attitudes. This type of research used is qualitative descriptive-analytic. The research subject is chosen purposive, which includes the headmaster, vice-principal of student affairs, PAI teacher, guidance and counseling teacher, and learners. Data collection techniques are conducted through interviews, observations, and documentation and then analyzed using the reduction, presentation, conclusion/verification stages. Test the validity of data using the triangulation of resources and techniques. The results concluded that the implementation of the hidden curriculum of PAI in SMP Negeri 9 was realized in the form of implementing the organizational, social, and cultural system. The implementation of the Hidden curriculum of PAI implicates the formation of learners ' social attitudes demonstrated by the respectful attitude of others, not picky in friendship, accustomed to smiles, greetings, and greet everyone, honestly, disciplined, responsible, helping friends in need, and caring for others.

Stories and storytelling provide meaning and build connections between individuals. Using various narrative frameworks developed in the medical and career development disciplines, the author makes ...

The purpose of this web-based student attendance and student violation information system assistance and telegram bot is to make it easier for schools and student guardians to monitor disciplinary and student violation levels, so that the school can use it in this case SMP Nurul Jadid as evaluation material and consideration for making an Existing policies and regulations at Nurul Jadid Middle School, Telegram Bot are functioned to attend students by the teacher, so that the results of teacher input will be immediately recapitulated by the system, while for the website it is made using the CodeIgniter Framework to facilitate recording related attendance and student violations , while the mentoring process is carried out to the discipline and student affairs department so that later it will be disseminated to all teachers at Nurul Jadid Middle School.

Student satisfaction towards services is a priority for each tertiary institution to improve the quality that is demanded by students. To improve the quality of education, universities must provide services provided to students. Dehasen University (Unified) Bengkulu promised to improve the quality standards of education and continue to improve and improve dissatisfaction in meeting student expectations. This is done to improve the quality standards of education and meet student expectations related to services that are the rights of students. By understanding the level of satisfaction of students, universities can improve performance in carrying out their duties and take responsibility for the quality of education, thus increasing the quality of services that can be improved. This study uses Bayes study, which is a classification method using probability and statistical methods based on the Bayes theorem. The aim is to implement Bayes to support student satisfaction with universities that support the following fields: Student Affairs, Library, Academic and Student Administration Bureau (BAAK), Facilities and infrastructure and finance. The results of this method produce Administrative and Academic Bureau services and financial services obtain Very Good satisfaction levels with a total service value of 12,183 with an excellent threshold value of 12,042 and a total service value of 9,413 with an excellent threshold value of 9,375. And the level of student satisfaction with the level of service is good, because the total value of results is 49,769 while the threshold is very good is 50,001 this means the total results below the threshold value is very good.