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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
Article Title: Enhancing the Relevance of Secretarial Staff in the University System
by Justina I. Ezenwafor

Abstract:
The concern of this paper is the need for all secretarial staff who are privileged to secure employment in the university (an institution known all over the world as the citadel of learning) to enhance their relevance not just to retain their jobs but to contribute maximally in the attainment of university goals and objectives and enjoy job satisfaction and self fulfillment. Keywords in the topic are clarified, the university system and determinants of the quality of university training highlighted. Several indices of workers' relevance are discussed to draw the attention of the audience to practical issues in work performance. The paper further outline attributes of a good secretarial staff and discusses roles of secretarial staff in the university and the competencies they need to direct their focus. It concludes that given the globalized and highly competitive nature of today's world of work which is driven by information and communications technology coupled with the paucity of employment opportunities globally, individual workers should value their positions and do whatever it takes to avoid becoming irrelevant and being replaced. The paper recommends, among other things, that individual secretarial staff irrespective of rank and experience, should pursue enhanced relevance by acquiring the highlighted competencies while the University Secretarial Staff Association should create awareness of the need among the members as well as organize seminars, workshops and conferences to enlighten them. The main purpose of this paper is to highlight relevant knowledge and competencies needed by university secretarial staff in the era of technology which will be significant to the target population, university administration, staff and students.
Keywords: enhancing, relevance, secretarial staff, university system
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Editor-in Chief

Prof. Guofang Li
Associate Professor
Department of Teacher Education
College of Education
Michigan State University
United States of America.