Leadership courses are emerging across higher education institutions taking various shapes and forms. Some are coordinated and run by faculty sometimes leading to a minor, major, or certificate. Others are coordinated by student affairs professionals. The focus of this study is to understand the experiences that student affairs professionals have in implementing and coordinating leadership courses in academic units. Because on many campuses leadership courses are being implemented by student affairs professionals, there are distinctive intricacies involved. Plagued by the complexity of the inter-profession relationship between student affairs and faculty, implementing and coordinating courses is not a simple matter. In addition to learning about student affairs professionals' experiences, this study also shares strategies that these professionals use in trying to implement and coordinate leadership courses in academic units. Drawing from literature on the professions as well as leadership development helps shed light on the complex dynamics underlying the course implementation and coordination process. Implications for both research and practice are included.

This thesis examines the working lives of foreign-born academics who come to work to the UK. Its main aim is to understand the degree and conditions of migrant scholars' inclusion in professional practice abroad. The thesis fulfils this aim by developing a conceptual approach to encapsulate how migrant professionals' working lives are conditioned by the pre-existing professional structures. Grounded in the principle of social closure, this framework proposes that migrant professionals' employment abroad is influenced by the different forms and rules of closure, as well as by the sites in which closure rules are applied. The synthesis of the theoretical framework with findings from sixty-two interviews with foreign-born scholars employed in thirteen British universities shows that migrant academics' working lives are explained by ‘modes of incorporation'. ‘Modes of incorporation' designate the distinct ways in which the academic profession has reacted to the increased presence of foreign incomers, and comprise integration, exclusion, subordination and indifference. The proposed framework extends the understanding of the demographic change in professions, and offers a way to capture migrant professionals' movement across countries.