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Performance funding in Ohio : differences in awareness of Success Challenge between student affairs administrators and academic affairs administrators at Ohio's public universities /Schaller, Joni Y. January 2004 (has links)
Thesis (Ph. D.)--Ohio University, June, 2004. / Includes bibliographical references (p. 176-180).
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Exploring high quality student affairs learning outcomes assessment practices at three American research universitiesGreen, Adam S. January 1900 (has links)
Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains x, 288 p. : ill. Includes abstract. Includes bibliographical references (p. 254-262).
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Career expectations and experiences of beginning student affairs administration graduate students /Tingelstad, Erik Karl. January 2006 (has links)
Thesis (Ed. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 119-131).
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Performance funding in Ohio differences in awareness of Success Challenge between student affairs administrators and academic affairs administrators at Ohio's public universities /Schaller, Joni Y. January 2004 (has links)
Thesis (Ph.D.)--Ohio University, June, 2004. / Title from PDF t.p. Includes bibliographical references (p. 176-180)
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Perceptions of the official and ideal duties and responsibilities of the director in international student affairs in the United States of AmericaMehraban, Reza G. 12 1900 (has links)
This study compares the official and the ideal duties and responsibilities of the director of international student affairs in selected institutions of higher education in the United States.
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Student affairs practitioners’ perceptions of a performance management processMolautsi, Jim Mothapeng Jimmy 21 June 2014 (has links)
M.Com. (Business Management) / Please refer to full text to view abstract
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Was I Ready? The Perceptions of Preparedness of New Student Affairs Professionals Who Served as Graduate AssistantsUnknown Date (has links)
According to higher education preparation standards, students who
complete master’s preparation programs in student affairs should not only be
acquiring skills and knowledge, they should be socialized into the field of student
affairs Master’s level preparation programs in college student personnel or
higher education leadership are often coupled with a graduate assistantship so
that students are able to obtain valuable theory-to-practice experience This
additional experience becomes complementary to the work the graduate student
is doing in the classroom and thus becomes a practical learning opportunity
After completing a preparation program, a former master’s student will
most likely move into an entry-level position in student affairs, such as residence
hall director, student activities coordinator, judicial affairs coordinator, or a
fraternity/sorority coordinator However, despite this common career pathway, there has been limited research regarding the role a student affairs graduate
assistantship plays in assisting students in their socialization and transition into
the field and how this prepares these new student affairs professionals for their
first position post-master’s degree
Thirteen new professionals in student affairs who graduated from two
preparation programs in the southeastern region of the United States participated
in this basic interpretive qualitative study The purpose of this basic interpretive
qualitative study was to examine and describe the experience of new student
affairs professionals who held a graduate assistantship in student affairs during
their graduate preparation program and the role, if any, the graduate
assistantship played in their perceptions of preparedness Based on the findings
of this study, the graduate assistantship in student affairs indeed plays a role in
the perceptions of preparedness of these new professionals The overarching
themes that emerged using Schlossberg’s (1984) transition theory as the
analytical lens were mentorship, hands-on experience, peer interactions, and
financial enticement The findings from this study align with and expand upon
the existing student affairs literature, and provide awareness to student affairs
practitioners and higher education leadership faculty on how to best support new
professionals as they transition into the field of student affairs / Includes bibliography / Dissertation (PhD)--Florida Atlantic University, 2016 / FAU Electronic Theses and Dissertations Collection
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Wellness in student affairs: An exploration of the profession and its practitioners.Marling, Janet L. Trepka 05 1900 (has links)
This mixed design study surveyed members of the National Association of Student Personnel Administrators (NASPA) to determine the baseline for wellness among student affairs administrators and within the profession. In addition to describing the wellness levels of the administrators and comparing them to the wellness of the general population, the study explored how wellness is represented within the student affairs profession, as reflected in the literature and practice. Student affairs administrators' wellness was assessed utilizing the Five Factor Wel Wellness Inventory (Myers & Sweeney, 2004). Collectively, the administrators posted "well" scores on the six factors utilized in the study and scored higher than the norms reported for the 5F-Wel general population. However, there was a broad range of actual scores across individuals indicating that not everyone can be considered to be maintaining a well-balanced lifestyle. The administrators' wellness was not affected by their length of time in the student affairs profession but was negatively associated with the number of hours they worked per week. The administrators possessed a holistic view of wellness and could articulate the behaviors and conditions associated with achieving, and failing to achieve, balance. However, reported engagement in certain wellness behaviors (e.g., physical activity and healthy eating) was not always reflected in the 5F-Wel scores. Additionally, the administrators noted a lack of focus on wellness issues in the student affairs literature, professional organizations, and most pointedly, in graduate preparation programs. The study creates a context for individual exploration of balance given the "norms" of the profession and instigates dialog focused on building healthy workplaces that facilitate positive role modeling experiences for students and staff. Recommendations for practitioners, graduate program faculty, and the profession aim to maximize personal wellness, create balanced professionals, and facilitate congruence between the student affairs profession's espoused values and wellness philosophy and the enculturation of professionals into this ideology.
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Chief Student Affairs Officers in 4-Year Public Institutions of Higher Education: An Exploratory Investigation Into Their Conflict Management Styles and PraxisVan Duser, Trisha Lynn 08 1900 (has links)
This study investigated the conflict management styles of chief student affairs officers in 4-year public institutions of higher education in the Southern Association of Colleges and Schools. The data for the study were collected using Hall's Conflict Management Survey. The sample for the study consisted of 25 chief student affairs officers. The purpose of the study was to identify the conflict management style preferences of chief student affairs officers. The other variables studied to ascertain if they had an impact on the style preferences were age, gender, number of years of experience as a chief student affairs officer, ethnicity, and the size (enrollment) of their employing institution. The study found statistically significant associations (p<.05) between ethnicity and conflict management style, specifically the synergistic and win-lose styles, and between the synergistic style and age. The association between ethnicity and conflict management style could be attributed to the fact that the Caucasian group of chief student affairs officers comprised 66.7 % of the synergistic styles and 100 % of the win-lose styles. The association between the synergistic style and age could be due to the fact that the majority of the chief student affairs officers had a synergistic style, and of that group, 66.7 % were in the 50-59 age range. No statistically significant associations were found for correlations between conflict management style and gender; conflict management styles and number of years of experience as a chief student affairs officer; or conflict management styles and size (enrollment) of their employing institutions. The lack of significance shows that there are no associations between the conflict management styles of chief student affairs officers stratified according to gender, number of years of experience, and size (enrollment) of their employing institutions.
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The Generational Shift: an Exploration of Leadership Behaviors of Senior Student Affairs Officers Through a Generational LensRobinson, Johnny A. 08 1900 (has links)
The purpose of this quantitative study was to identify and compare differences in leadership behaviors of senior student affairs officers (SSAOs) based on their generational cohort (Baby Boomer, Generation X, Millennial). The Multifactor Leadership Questionnaire (MLQ) was used to measure nine leadership behaviors and three leadership outcomes. Surveys were administered electronically to 3,361 individuals identified as a chief student affairs officer or director of student affairs in the Higher Education Online Directory (2014). The 449 respondents included 246 Baby Boomers, 192 Generation Xers, and 11 Millennials. Due to an uneven sample size, the Millennial group was removed from the data analysis. The total respondents consisted of 215 male and 219 female SSAOs with 260 employed at four-year private institutions and 170 employed at four-year public institutions. A MANOVA was utilized to determine whether or not statistical differences existed between the nine dependent variables (leadership behaviors) and independent group variables (generational group). The findings showed that whereas Generation X SSAOs exhibited more transactional leadership behaviors, Baby Boomer SSAOs were more transformational. The results of this study have implications for the field of student affairs in that research and practice support the need for more transformational leaders in senior administrative positions in higher education. If Generation X SSAOs who represent the next generation of administrators are more transactional in their leadership, college presidents and professional associations may need to develop a new, more transformational generation of SSAOs to replace Baby Boomers as they retire.
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