Patton and Harper (2009) ask why student affairs must always be theoretical or practical in nature. Why do administrators always have to choose between practice and theory? With such a wide range of theories to contemplate regarding student affairs in higher education, it is difficult to decipher whether to choose between theory and practice. When a specific theory is overused more than others, tensions increase and concerns remain unresolved to simply create more problems (Manning, Kinzie, & Schuh, 2013). Manning et al (2013) goes on to state that the one-size-fits-all approach does not suit today's higher education sector. Differentiating theory and practice is a necessary convention due to the multiple types of demographics in today's student population, including different organizational models, emphasis on degree offerings, and institutional types. The purpose of this article is to introduce current philosophical trends in higher education student affairs. Educational Philosophy for Student Affairs Practices Drawing on substantial national survey data, as well as numerous focus groups, Levine and Dean (2012) place global and national events in the context of contemporary student life and how these events have shaped opinions and student preferences. Focusing on environmental theory, individuals' backgrounds, and specific experiences within generations are described as very influential in substantiating the needs of student affairs in higher education. Also based on surveys conducted among senior student affairs leaders, the results were analyzed and substantive findings outlined. In particular, the results indicate a marked increase in the reasons why students believe they benefited from going to college…… half of the paper……rnal of College Student Development, 53(2), 177–191 .O'Keeffe , P. (2013). A sense of belonging: Improving student retention. College Student Journal, 47(4), 605–613. Patton, L., & Harper, S. (2009). Using reflection to reframe theory into practice in student affairs. In G. McClellan & J. Stringer (Eds.), The Handbook of Student Affairs Administration (3 ed., pp. 147 - 161). San Francisco, CA: Jossey-Bass.Ribera, T., Fernandez, S., & Gray, M. (2012). Assessment matters: Considering the scholarship of teaching and learning in student affairs. Campus Information, 16(6), 25–28. doi:10.1002/abc.20084Schwartzman, R. (2013). Are students customers? The metaphorical discrepancy between management and education. Education, 116(2), 215 – 222.Stebleton, M., & Aleixo, M. (2011). Reflecting on the past; Shaping the future of student affairs. Student Affairs Journal, 11(2), 6 – 26.