This study explores what a selection of Canadian student affairs practitioners saw as the role of their work, the values they brought to it, and values conflicts they encountered. All of these are personal, and all depend on each individual’s experience. Through this exploration, a construction of roles, values and values conflicts was built and confirmed with the participants. Using constructivist methodology, participants were purposively selected based on their contributions to the field of Canadian student affairs, and were interviewed about their role, values and values conflicts. Using inductive data analysis, a framework of categories was constructed from the interviews, and then member checks through re-interviews were conducted to verify that the framework reflected participants’ values and experiences. Constructivism focuses on social reality; the experiences and thoughts of the participants are paramount. Constructivism builds connections between different personal realities and positions, in order to elucidate people’s behaviours and motivations. Participants saw their role as student affairs practitioners to create a learning environment and to support the academic mission of their institution; to provide expertise on student issues; to be advocates with and on behalf of students; and to provide support to individual students. Participants’ values were honesty, integrity and authenticity; having a balance of fairness and consistency with care and empathy; student-centredness; valuing the student voice; having a commitment to equity and social justice; being dedicated to student affairs work; and engaging in lifelong learning and self-improvement. Participants identified that conflicts between values arose in situations related to the overall campus environment; policy and decision-making; interactions with students; and personal aspects of their work. The construction presented in this thesis is intended to be a starting point for further discussion about Canadian student affairs values and practices. As there is little research to date on Canadian student affairs, the study offers an illustration of what practitioners who are involved in the field consider important in their role, what their values are, and the challenges that can arise from holding those values.

This study explores what a selection of Canadian student affairs practitioners saw as the role of their work, the values they brought to it, and values conflicts they encountered. All of these are personal, and all depend on each individual’s experience. Through this exploration, a construction of roles, values and values conflicts was built and confirmed with the participants. Using constructivist methodology, participants were purposively selected based on their contributions to the field of Canadian student affairs, and were interviewed about their role, values and values conflicts. Using inductive data analysis, a framework of categories was constructed from the interviews, and then member checks through re-interviews were conducted to verify that the framework reflected participants’ values and experiences. Constructivism focuses on social reality; the experiences and thoughts of the participants are paramount. Constructivism builds connections between different personal realities and positions, in order to elucidate people’s behaviours and motivations. Participants saw their role as student affairs practitioners to create a learning environment and to support the academic mission of their institution; to provide expertise on student issues; to be advocates with and on behalf of students; and to provide support to individual students. Participants’ values were honesty, integrity and authenticity; having a balance of fairness and consistency with care and empathy; student-centredness; valuing the student voice; having a commitment to equity and social justice; being dedicated to student affairs work; and engaging in lifelong learning and self-improvement. Participants identified that conflicts between values arose in situations related to the overall campus environment; policy and decision-making; interactions with students; and personal aspects of their work. The construction presented in this thesis is intended to be a starting point for further discussion about Canadian student affairs values and practices. As there is little research to date on Canadian student affairs, the study offers an illustration of what practitioners who are involved in the field consider important in their role, what their values are, and the challenges that can arise from holding those values.

The purpose of this study was to 1) identify the pathways and strategies by which Latina administrators reach their positions within student affairs, 2) examine how the intersection of gender and ethnicity influence their leadership and 3) describe their leadership styles utilizing traditional models, or something unique to Latinas. As the number of Latinas enrolling in higher education continues to rise and outweigh those of their male counterparts, this knowledge can help inform current student affairs administrators about ways to recruit and increase the pipeline of Latinas prepared to assume administrative positions within higher education, particularly in student affairs. A naturalistic inquiry research method was employed utilizing both a feminist and Chicana feminist lens. The author interviewed 12 Mexican American women in the state of Texas who were employed at both public and private four-year institutions in the division of student affairs. Their positions ranged from that of Director to Vice President. Family and personal influences, education, university environment and external influences were identified as factors leading these administrators to their positions. Both gender and ethnicity were intertwined in who they are and how they lead. Components of the leadership styles employed by the women studied included those of constructed knowledge for effective leadership. Additionally, these women’s Latinidad shaped their leadership styles, operating from a collectivist orientation as experienced in the typical Chicana/o family versus an individualistic orientation typically espoused in an Anglo family. As our campuses experience Latino students enrolling in greater numbers, particularly women, it is important to ensure suitable numbers of Latina administrators who are able to advocate for these students.

Thesis (Ph.D.)--Michigan State University. Dept. of Educational Administration, 2008. / Title from PDF t.p. (viewed on July 6, 2009) Includes bibliographical references (p. 140-143). Also issued in print.

Thesis (Ph.D.)--Bowling Green State University, 2009. / Document formatted into pages; contains xi, 145 p. Includes bibliographical references.

Thesis (Ph. D.)--Ohio University, June, 2004. / Includes bibliographical references (p. 176-180).

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xi, 159 p.; also includes graphics Includes bibliographical references (p. 124-138). Available online via OhioLINK's ETD Center

Thesis (Ph.D.)--Mississippi State University. Department of Counseling, Educational Psychology and Special Education. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2010. / Title from title screen (site viewed July 8, 2010). PDF text: vii, 172 p. : ill. (chiefly col.) ; 4 Mb. UMI publication number: AAT 3397979 . Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ed. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 119-131).