Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 288-298) and index.

The problem with which this investigation was concerned was the level of knowledge about the leadership style of the chief student affairs administrators in Southern Baptist colleges and universities. The four purposes of the study were as follows: 1. To determine the prevalent leadership style of the chief student affairs administrators in Southern Baptist colleges and universities in terms of the Blake and Mouton Managerial Grid concept• 2. To determine if self-reported leadership style is congruent with the leadership style determination obtained through an instrument developed to analyze leadership style; 3. To determine if the following are factors in the leadership choice of the chief student affairs administrators in Southern Baptist colleges and universities: - Size and complexity of the institution. - Age. - Years of experience as a chief student affairs administrator. - Educational preparation, i.e. academic, administrative, or religious

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Job satisfaction of entry-level student affairs professionals has been an issue of interest to researchers and practitioners alike since at least the 1980s. A high turnover of housing and residence life live-on and live-in (LO/LI) professionals has led to a curiosity for the reason. Investigation into job satisfaction of these professionals is an ideal way to determine ways to help retain LO/LI professionals and enhance their overall job satisfaction. In this study, the personal demographics, institutional demographics, and amenities provided to entry-level housing and residence life professionals holding LO/LI positions, and what impact, if any, they had on job satisfaction were examined. Job satisfaction was measured by two separate means, both based on the theoretical framework, the Job Characteristics Model. A web-based survey was distributed to approximately 9,000 members of the Association of College and University Housing Officers-International, asking for all LO/LI professionals to complete the survey. Personal demographics slightly affected job satisfaction, and institutional demographics were not related to job satisfaction. Amenities were the strongest predictors of job satisfaction among the three areas examined. Specific amenities such as meal plans, reserved parking, and flexible work hours had a more significant impact on job satisfaction than others.

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The purpose of this study was to explore the career and life paths of male and female Senior Student Affairs Officers (SSAOs). The study used Super’s components of Work Salience and Career maturity to examine gender differences and commonalities of individuals in their climb to a SSAO position. Specifically, the study examined the role of family and personal life and the intersection with career. Employing qualitative methods in the form of semi-structured interviews, this study investigated the following research questions: 1. How do female SSAOs describe their life and career development according to Super’s factors of Work Salience and Career Maturity? 2. How do male SSAOs describe their life and career development according to Super’s factors of Work Salience and Career Maturity? 3. How do male and female SSAOs life and career development experiences compare to one another according to Super’s factors of Work Salience and Career Maturity? The transcripts were analyzed using open and focused coding to find themes present in the data. The coding process was reviewed by a peer as well as a panel of experts to ensure trustworthiness. The findings of the study indicated themes regarding caregiving, work experience, leisure activities, marital status, scheduling, and career planning. / Ph. D.

The integration of work and family continues to be a challenge for women and men of the academy (Gatta & Roos, 2004). Much of the research on worklife balance in the post-secondary education setting focuses on the lives of instructional faculty (Bailyn, 2003; Bassett, 2005; Drago et al., 2006; Drago & Williams, 2000; Gatta & Roos, 2004; Massachusetts Institute of Technology, 1999; Ward & Wolf-Wendel, 2004). There is also a need to understand how university administrators juggle the demands of work and personal life. The primary purpose of this phenomenological inquiry was to make meaning of the lived experiences of mid-level student affairs administrators by examining worklife balance. A secondary purpose was to gather administrator perceptions of their environment to gain insight into infrastructures that may promote or hinder worklife balance efforts. Respondents consisted of 30 mid-level student affairs administrators from an array of post-secondary institutions across the United States. Data were generated from semi-structured telephone interviews and two projection exercises. Findings suggest that mid-level student affairs administrators describe their worklife experiences as driven by a shortage of time. Administrators maintain that time is a limited resource that causes difficulty when juggling competing worklife demands. Their involvement in multiple, interdependent roles is rewarding but presents ongoing personal and professional challenges. Administrators report that shortage of time, coupled with the demands of multiple roles impacts personal well-being and career satisfaction. Mid-level student affairs administrators also identified environmental infrastructures that promote and/or hinder worklife efforts in the context of several cultural dynamics. Formal and informal support mechanisms such as policies, programs and resources, effective supervision and campus support networks assist administrators in mitigating worklife challenges. This is in contrast to expectations, behaviors, and values that reinforce unhealthy workplace norms. In addition, the lack of organizational policies and programs and poor supervision also hindered worklife efforts. / Ph. D.

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The primary focus of this study was to discover the depth of involvement with fundraising by student affairs professionals in Texas. It sought to determine the predominance of chief student affairs officers trained in development and the types of training that they received. Cooperation between student affairs divisions and development offices was also studied and whether there was a correlation between a cooperative relationship and the number of successful fundraising goals. This study includes a review of related literature on student affairs fundraising, a description of the methodology, results of the survey, conclusions, implications, and recommendations that may assist in future decision-making concerning future involvement in fundraising. The surveys were mailed to 149 four-year (public and private) institutions and two-year public institutions in Texas. The senior staff members of both the student affairs office and development office were asked to complete a survey. There was a 60.7% return rate consisting of responses from 72 development offices and 95 student affairs offices for a total of 167 usable responses. The study found that 59% of the student affairs officers had some formal training and/or on the job training. Involvement in fundraising was reported by 62.1% of the chief student affairs officers. Eighteen percent reported that they employed a development officer exclusively for student affairs fundraising, and another 30% had a development officer assigned to student affairs. Most development officers and student affairs officers perceived the other officer as cooperative rather than competitive in raising funds. Recommendations from this study include studying community college fundraising structures separately for more depth, conducting qualitative interviews with student affairs development officers, making a comparison of student affairs offices that have full-time development officers, and comparing the differences in fundraising success between development officers and chief student affairs officers. Recommendations for the professions include resource development training for student affairs officers and student affairs education for development officers.