Supervisors of on-campus student employees are perhaps the most consistent touchpoint of a working undergraduate’s college experience and the criticality of this role within higher education has gone relatively unrecognized. The current study explored how student affairs professionals learn to supervise student employees who work part-time on campus in co-curricular settings. This qualitative investigation of 11 student affairs professionals sought to learn what supervisors of student employees perceive to be the responsibilities of their role and how they learned to supervise on-campus student employees. Using Role Identity Theory to frame this research, the findings revealed that the participants felt they embodied a plethora of idiosyncratic identities in their role as a supervisor of student employees. Participants experienced a range of emotions associated with their extensive scope of responsibility. Their perceived responsibilities were vast in nature and in stark contrast to what they felt was expected of them from their supervisors’ and institutions’ points of view. The findings demonstrated that participants taught themselves how to supervise in the absence of supervisory coursework in their educational programs and institutions’ human resources trainings. The data also revealed unexpected findings, such as the supervisory challenges presented by current events and students’ motivation to work. Additionally, the participants’ experiences put a spotlight on the impact of student employment on institutions of higher education. This study provides extensive recommendations for practice and areas of future research. To reap the institutional rewards of on-campus student employment programs, colleges and universities must invest in the supervisors who are responsible for these students. / Educational Leadership

Motivation of volunteers presents one of the specific areas of volunteerism research. The paper brings main theories and thoughts about motivation of volunteers and evaluation their relevancy for Czech settings. Futher the paper presents analyse of already realized partial researchs (above all in students' papers) and proposal of framing theoretical conception for research of motivation in Czech Republic.

The U.S. Housing and Urban Development (HUD) Agency provides Community Development Block Grant (CDBG) funding to state and local governments, giving them broad flexibility to design and implement community projects. The CDBG program emphasizes that public hearings are a requirement to obtain federal funding at the state and local levels. Also, HUD lists several other public participation methods that can be used in addition to public hearings. Further, the extant literature on public participation emphasizes the prevalent use of one method, public hearings, compared to the use of other more engaging techniques. Despite the availability of different methods that may be more engaging, administrators continue to engage the public through the use of public hearings. This study explores the motivation and identity of public administrators in local government, implementing public participation programs. Using a multi-site case study based on fifteen interviews with officials from various localities across the Commonwealth of Virginia, I found that administrators held onto their identity as public servants but might have had difficulty staying motivated to do public engagement work when they perceived that there were impediments in the work environment. Another interesting finding is that these obstacles created tensions between the public servants and their respective organization, leading to fewer performance outcomes among the administrators. Further, the administrators' characteristics (identity) such as job tenure, rank, education, age, and gender, along with their public service motivation, might have impacted their actions and behavior in the public sector environment. I also found that administrators who wanted to do more, commonly reported they were situated in a work environment that limited their ability to do more. I found that the work environment and the identity (personal characteristics and public service motivation) could influence the public service behavioral outcomes of administrators. The interview data pointed out a complex picture of the tensions existing between the institution and the individual. The research revealed that public administrators often adhered to their role as public servants but were faced with dynamics that interacted with their performances. From these findings, administrators must look pass those informal and formal influences that prevent them from staying engaged with their roles as public servants and find ways to give citizens meaningful opportunities to have input into the government decision-making process. / Doctor of Philosophy / This research sought to discover the public administrators' identities and their motivation for engaging in public participation, along with understanding their roles as public servants. To examine this further, the researcher captured how administrators have engaged the public and how they have documented this engagement in their citizen participation plans. The findings showed that public administrators were committed to their identities as public servants and continued to perform in this capacity despite some of the barriers that may have prevented them from having meaningful engagement opportunities with the public.