collaboration, access, service, fellowship, and the spirit of inquiry. NASPA and ACPA published the Principles of Good Practice for Student Affairs in 1997 which build off of those published by Chickering and Gamson (1987). These principles emphasize the profession's core value of promoting services and program delivery that are student-centered and address student needs beyond the academic environment. These principles are not prescriptive and provide guidelines for professionals from varying service areas and institutions to adapt to their unique social, political, and campus contexts while promoting the values of the profession. As well, there are publications that relate to the Student Affairs field such as the Journal of College Student Development and The Chronicle of Higher Education. In Canada, the CACUSS Student Affairs and Services Competency Model reflects the knowledge, skills, and attitudes of novice through experienced student affairs and services professionals. These competency areas are not specific to individual functional units or services areas and reflect values commonly held by the field of student affairs including shared identity as professional and educator, student-centered and holistic service delivery, and ethical practice. While large organizations exist, there are smaller organizations and publications that represent various smaller departments or divisions in Student Affairs. For example, in Residence life, university departments have a national organization association called the Association of College and University Housing Officers - International (ACUHO-I). ACUHO-I also publishes a peer-reviewed journal (The Journal of College and University Student Housing) twice a year and publishes a magazine (Talking Stick). Criticism Student affairs and services delivery is challenged by contemporary issues and influences both internal and external to the institution. Increasingly diverse student populations, new technologies, political and government influences, and increasing pressure to improve retention and recruitment require flexible and innovative institutional and organizational cultures. The organization, structure, and function of student affairs and services at universities and colleges are criticized as slow to adapt to these changing contexts because institutional cultures emphasize practices rooted in tradition. Further complicating the efficacy of organizational change are the unique subcultures internalized by different functional units that reflect the underlying values, beliefs, and assumptions held by those professionals. As student affairs and services continues to grow, it is difficult to have consensus on the core values across functional areas. Tension occurs within the field of student affairs and services among different function units and individual practitioners who use a student-centered or institution-focused approach to