Dissertations / Theses: 'Student Affairs in Ghana'

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Boakye-Yiadom, Michael. "Perceptions of the Work of Deans of Students in Selected Ghanaian Universities." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1347885543.

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Ashley, Evelyn LaVette. "The Gendered Nature of Student Affairs: Issues of Gender Equity in Student Affairs Professional Associations." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288502916.

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Frazier, Kimberly G. "First-year experience collaboration among academic affairs and student affairs." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-05032007-120254/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Philo A. Hutcheson, committee chair; Sheryl A. Gowen, Rebecca S. Casey, Laura R. McNeal, committee members. Electronic text (127 p.) : digital, PDF file. Description based on contents viewed Apr. 17, 2007. Includes bibliographical references (p. 103-106).

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Timko, Gary M. "Assessing student needs for educational programming in student affairs /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192119265673.

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Kroll, Diane M. "Role expansion in student affairs : student affairs officers and fundraising in selected midwestern liberal arts colleges /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382626157.

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Akos, Hosea Dodo. "Perceptions of Student Affairs Services by Students and Student Affairs Personnel at Andrews University, Berrien Springs, Michigan." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278433/.

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The purpose of this study was to investigate the perceptions of students and student affairs personnel of student affairs services at Andrews University's main campus in Berrien Springs, Michigan. A modified questionnaire, based on the work of Selgas and Blocker (1974) and Glenister (1977), was developed for this study. Eleven student services found in the Council for the Advancement of Standards for Student Services/Development Program's guidelines were included. A random sample of 280 students at Andrews University received surveys, with 165 (59%) responding. The 30 full-time student affairs personnel also received surveys, with 20 (67%) responding. Students and student affairs personnel rated their perceptions of student services, using 77 statements associated with these services. Services were rated on a 6-point scale in the categories of status of knowledge, relative importance, and effectiveness. Respondents were asked to include additional comments concerning the services and to provide biographical data. The following are some of the main findings: Significant differences between students' and student affairs personnel's status of knowledge of student services were found in career planning/employment, commuter programs/services, counseling services/substance abuse education, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of relative importance of student services were found in counseling services/substance abuse education, housing/residential life programs, international student/multicultural services, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of the effectiveness of student services were found in counseling services/substance abuse education, minority student programs/services, religious programs/services, services for students with disabilities, student activities, and wellness/health. Important information for the improvement of student services has resulted from this study, which provides student insights about student services that go beyond those of the current student affairs personnel. The study also provides a program-evaluation model unique to Andrews University for periodic assessment of the status and progress of student affairs services.

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Cabellon, Edmund T. "Redefining Student Affairs Through Digital Technology| A Ten-Year Historiography of Digital Technology Use by Student Affairs Administrators." Thesis, Johnson & Wales University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10013238.

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The student affairs profession is at a crossroads (Torres & Walbert, 2010) given digital technology’s growth and the academy’s administrative expansion (Bowen, 2013). Student affairs administrators must simultaneously respond to digital technology’s implications in students’ lives (Kirschner & Karpinski, 2010) and to new state and federal compliance mandates connected to their expanding campus roles (Dungy & Gordon, 2010). Student affairs leaders acknowledge that these competing priorities demand more nimble responses (Manning, Kinzie, & Schuh, 2013; McClennan & Stringer, 2009). Significant research (Barr, McClennan, & Sandeen, 2014; Elkins, 2015; Dungy & Gordon, 2010; Junco, 2014; Kuk, 2012; Torres & Walbert, 2010) highlights that student affairs administrator‘s digital technology use can augment traditional in-person co-curricular student experiences; yet, minimal research exists on how student affairs administrators utilize digital technology.

This qualitative, historical, interpretive study analyzed student affairs administrators’ digital technology use from 2005 to 2015. Three research questions and three sub-questions framed the research design, which utilized three data sources. The researcher conducted (N=16) interviews with student affairs professionals and educators. Elite interviews (N=5) were conducted with some of the earlier student affairs digital technology adopters, while (N=11) key informant interviews were conducted with administrators who started their professional careers in 2005. (N=206) documents, including conference presentations and publications, were collected through the Student Affairs Administrators in Higher Education (NASPA) and College Student Educators International (ACPA)’s websites. Data were analyzed in-case and across cases to highlight overall themes and a progressive timeline of how student affairs professionals used digital technology throughout their work. Using the futurology lens, the researcher envisioned how student affairs should use technology over the next ten years.

Analysis revealed that since 2005, student affairs administrators utilized digital technology to build capacity in their campus work, augment existing engagement efforts with students, faculty, and staff, and inspire change within and outside of their institution. Additionally, a historic timeline described how NASPA and ACPA provided limited, yet progressive, digital technology professional development education.

Student affairs administrators, professional organizations, and academy leaders leading digital technology implementation efforts might utilize the researcher’s recommendations as a starting point to catalyze the academy’s ongoing evolution.

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Wuthrich, Christian Kevin. "Institutional service faculty engagement in student affairs /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/K_Wuthrich_041608.pdf.

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Harley-McClaskey, Deborah. "Work Architecture: Continuous Improvement in Student Affairs." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/4724.

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Watson, Shannon Timm. "Student Employment in Student Affairs Units: Characteristics of Educationally Purposeful Environments." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1053.

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Approximately 80% of undergraduate students work during the course of their undergraduate studies. Ideally, student's on-campus employment would contribute to his or her learning and development. However, because student employment is typically approached as the fulfillment of job tasks rather than student development, higher education institutions miss critical opportunities for supporting student academic and social integration. This study reframes on-campus student employment as a developmental effort. Data in this qualitative study indicate that on-campus employment can offer opportunities for student development and academic and social integration, and that it can positively influence students' sense of mattering and overall satisfaction with their college experience. It highlights the importance of supervision in student employment and informs our understanding of the ways different types of jobs can influence students' experiences. Given that students with fewer economic resources often come from educationally disadvantaged backgrounds and are potentially more at-risk for not completing their studies, colleges and universities should reconfigure on-campus jobs as opportunities for both employment and academic success.

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Cook, Jennifer L. "The interrelationship among job satisfaction/dissatisfaction of student affairs professionals and selected demographic variables." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Spring2006/j%5Fcook%5F042606.pdf.

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Kegolis, Jeffrey L. "New professionals' perspectives of supervision in student affairs." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1236973557.

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Kirchner, Lisa Maureen. "Managing Student Death at Small College Campuses:Experiences of Senior Student Affairs Administrators." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1467724086.

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Frazier, Kimberly Grimes. "First-Year Experience Collaboration among Academic Affairs and Student Affairs at Public State University." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/eps_diss/11.

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February 2003 was the inauguration of the Foundations of Excellence project with an open invitation to chief academic officers at approximately 900 of both the American Association of State Colleges and Universities (AASCU) and the Council for Independent Colleges (CIC) member institutions. The Policy Center on the First Year of College, under the direction of the Executive Director, John N. Gardner, invited the various campuses to develop standards and guidelines for the first year, which were termed as Foundational Dimensions or simply Dimensions. As a result, over 200 member institutions agreed to participate in the project by establishing campus-wide task forces to look at the initial list of six Dimensions developed by the Policy Center and Penn State research partners. These Dimensions were designed to be essential characteristics of institutional effectiveness in promoting the learning and success of every first-year student. This is a case study of one of the founding institutions of the Foundations of Excellence endeavor, Public State University (PSU). In particular, this study utilizes the Foundations of Excellence Dimensions Statements as a basis to assess Public State University’s first-year experience collaboration efforts. Furthermore, this research is specifically grounded in the 2nd Dimensions Statement of the Foundations of Excellence, looking at what the Public State University first-year experience program looks like through academic affairs and student affairs collaborative partnerships. This study specifically examines PSU’s established partnerships within the First Year Orientation and Advising Committee (FYOAC) and the University College Advisory Council (UCAC) and determines what participants mean by collaboration. Through the use of a rubric, the analysis of the data resulted in a significant finding in reference to collaboration literature. The findings indicated that the literature on academic and student affairs collaboration should include information on institutional culture and investigate whether the underpinnings of institutional culture are actually social systems that are inextricably tied to their external environments, which in turn have a direct impact on foundational benchmarks on collaboration for First-Year Experience programs. Implications of this study’s results are addressed, limitations of this study are discussed, and recommendations for future research are given.

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Twynam, Nancy Jean. "A decision-making framework for student judicial affairs." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2818.

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Senior Student Affairs Officers (SSAOs) play an important role in post-secondary institutions ensuring their institutions’ policies, goals and strategic plans are respected while simultaneously supporting students’ academic and campus life needs. Their work is complex, challenging and constantly changing; the decisions they make can impact reputations, academic careers and the integrity of programs and institutions. It would be assumed, then, that the literature is replete with first-hand accounts of how SSAOs do their jobs, what skills they need, and what tools they use. Surprisingly, this is not the case. While the literature is not lacking research about the profession generally, it has limited personal accounts by practitioners describing the work they do, and how they make their complex decisions. This dissertation addresses this issue by presenting a first hand account of my work as a SSAO. In addition to a commitment to add to the student affairs literature base, the purpose of this study was to develop a decision-making model that would provide a structure to my practice and guide a process to develop consistent and fair courses of action. I began the task by reviewing existing decision-making models and making a series of adaptations that would create a framework that would be useful in my decision-making efforts. I then constructed four vignettes, exemplifying the types of issues I encounter in my role as a SSAO. Each vignette was used sequentially to test and critique the decision-making framework thereby indicating places where refinements were needed. The first three vignettes were instrumental in illustrating and exposing the shortcomings of the framework. The fourth vignette provided a scenario that challenged the model and suggested where limitations lie not just in the framework, but also in the work of SSAOs. The end result of this iterative process is a refined two-stage decision-making framework. This work has added to the literature of the student affairs profession; it provides a much needed tool, a decision-making framework that can assist practitioners in their role of providing consistent and fair decisions in an environment fraught with change and uncertainties.

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Perry, Walter W. Riegle Rodney P. "Job satisfaction in student affairs a conceptual analysis /." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101123.

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Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 11, 2005. Dissertation Committee: Rodney P. Riegle (chair), Thomas W. Nelson, Edward R. Hines, Paul J. Baker, Dallas W. Bauman. Includes bibliographical references (leaves 186-201) and abstract. Also available in print.

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Tupy, Nina J. "Effective diversity training methods for student affairs professionals." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1313952.

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The purpose of this study was to qualitatively analyze the perceptions of student affairs professionals in their experience with diversity training to find effective diversity training methods. Directors of student affairs departments at Ball State University were asked to name post-master's professionals in their area who they felt were committed to diversity. One professional was selected from each of the ten participating departments.The interpretation of qualitative data revealed that diversity was consistently described by the participants as "difference;" that commitment to diversity was derived from personal experience; and effective diversity training methods included connecting to personal experience, allowing ample time for training, encouraging contact with diverse groups, and utilizing effective presentation style. Departments could better prepare their professionals for dealing with issues of diversity by having extensive training throughout the year and making diversity a part of the department's values.
Department of Educational Studies

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Taylor, Teresa Brooks. "Student Affairs As Leaders and Conveners: Building Partnership." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3646.

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Schneider, Jennifer Smith. "Self-Perceived Competence of New Student Affairs Professionals." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5392.

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This study was designed to determine the extent to which new student affairs professionals feel competent for the work and to identify the experiences that foster such competence in them. The study also revealed discrepancies in the perceived levels and sources of competence between professionals who have completed either one or three years of full-time employment in student affairs. While some quantitative studies have addressed competence in student affairs professionals, the literature lacks in-depth information regarding the acquisition of competence of new professionals. This basic qualitative study offers rich information about competence development from the professionals themselves. Participants graduated from five master's-level student affairs preparation programs housed at large public institutions in Florida. They generally felt competent at the mid-range (intermediate) in the ten areas published by the American College Personnel Administrators - College Student Educators International (ACPA) and the National Association of Student Personnel Administrators - Student Affairs Administrators in Higher Education (NASPA). Primary sources of competence were full-time experience in student affairs, graduate preparation programs, and professional development. Those who obtained their degrees more recently reported higher levels of competence than those who have been in the field longer. Other interesting themes relating to competence development emerged, as well.

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Lombardi, Kara M. "Understanding Anticipatory Socialization for New Student Affairs Professionals." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1362687043.

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Murphy, Lynda. "Burnout Among Student Affairs Professionals at Metropolitan Universities." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2835/.

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The purpose of this study was to determine the level of burnout among student affairs professionals at the 52 U.S. member institutions of the Coalition of Urban and Metropolitan Universities. Packets containing the Maslach Burnout Inventory (MBI), the Moos Work Environment Scale (WES), and a demographic survey were mailed to 371 senior student affairs administrators at the member institutions, with a completed response rate of 58.22%. The senior student affairs administrators surveyed included the chief student affairs officers and the professional staff who reported to them. The research design employed t-tests, analyses of variance, and Pearson's Product Moment correlations. The scores obtained from the MBI and WES subscales were compared overall and along 9 independent variablestitle of position, size of institution, appointment, salary, years in current position, years in profession, age, gender, and highest degree attained. Average levels of burnout were found on each of the MBI subscores. Contrary to earlier studies, women did not suffer from statistically significant higher levels of burnout than men, and burnout levels decreased with age and years in the profession for both sexes. Lower scores on the MBI depersonalization subscale were found in employees in mid-career and in professionals from smaller schools. Emotional exhaustion was not a factor. Environmental factors relating to burnout and job satisfaction were also explored. Statistically significant differences on the WES were found on all of the independent variables except the years in the current position variable. The metropolitan environment may have been effective in reducing the amount of burnout felt by this group of student affairs professionals. The study underscored the need for continuing research in burnout for student affairs professionals and for continued professional development throughout the career span.

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Bryant, Lindsay. "Student Learning Goals in Florida Public Universities: The Perceptions of Student Affairs Professionals." UNF Digital Commons, 2009. http://digitalcommons.unf.edu/etd/118.

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Student affairs administrators support student learning through interaction outside the classroom. Student affairs administrators have started to guide their work under student learning goals. In order for the student affairs professionals to work under student learning goals, it is imperative to have an understanding of which learning goals student affairs administrators perceive to be the highest priority to teach students. This study is a descriptive study that examined student affairs professionals perceptions of specific learning goals for undergraduate education and specifically examined academic and student development learning goals. Data were gathered using the Student Learning Goals Inventory (SLGI), an instrument that was developed by Papish (1999) and later modified by Goldstein (2003) to assess how faculty, student affairs professionals, parents, and students rate specific student learning goals. This study used the SLGI to examine the perceptions of student affairs administrators at Florida public universities. A total of 170 student affairs administrators participated in the study. The results of this study showed that student affairs administrators rated academic learning goals higher than student development goals. Results also illustrated a relationship between student affairs philosophy and institution type, educational background, and years of experience. The results may assist university personnel in creating more concrete learning experiences through collaboration within the university community. Student learning goals are the basic building blocks necessary to guide the educational path of students in college and the result of this research can assist to create a successful educational environment based on learning goals.

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Thomas, Romeshia C. "BECOMING A STUDENT AFFAIRS ADMINISTRATOR: A STUDY OF ANTICIPATORY SOCIALIZATION AND THE DECISION OF AFRICAN AMERICANS TO ENTER THE STUDENT AFFAIRS PROFESSION." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1020.

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The current and growing shortage of student affairs administrators is a growing concern among colleges and universities within the United States, and raising awareness and recruitment within the profession are recognized national priorities (NASPA, 2012). The growth and sustainability of the student affairs profession is largely dependent on the ability to recruit the next generation of administrators. However, there is not a clear understanding of the experiences that influence student affairs administrators' decision to choose student affairs as a career. The purpose of this study is to examine the experiences (personal, professional, social) that influenced African American student affairs administrators at public, four-year, predominantly White institutions decision to pursue student affairs as a career. Further, this study investigates the association between these experiences and anticipatory socialization. The concept of early professional socialization or anticipatory socialization is the first step that takes place in the socialization process and occurs prior to entry into an organization. I argue that African American student affairs administrators are imperative to the student affairs profession because they play an instrumental role in the development of African American college students, as well diversifying the field of student affairs as a whole. This diversity enhances the educational experience for both minority and majority students. Therefore, it is imperative that student affairs administrators continue to encourage and recruit more African Americans to the field, by building a pipeline of future student affairs professionals. This qualitative study examines the previous experiences and backgrounds of African American student affairs administrators. Focusing on professionals working at four-year, predominantly White institutions (PWIs), this study seeks to learn about the personal, professional, and social experiences that led participating staff members to pursue work in the area of student affairs. The central focus of this study is to examine and understand how African American student affairs administrators come to choose their profession, and ways in which current African American student affairs administrators may recruit and encourage students to enter into the student affairs profession. Socialization is the process by which an individual learn the necessary attitudes, skills, and behaviors in order to fulfill professional roles organization (Merton, 1957; Tierney, 1997; Van Maanen & Schein, 1979). Socialization theory frames this study and provides a framework for analyzing my research problem in light of understanding how minority student affairs professionals may apply the socialization process in order to recruit and influence African American students to pursue careers in the student affairs profession. I hope that the significance of my findings will assist current African American student affairs administrators in gaining a better understanding of how these experiences impact the decision of African Americans to pursue careers in student affairs, so that they can better recruit more African American students into the field.

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Taylor, John deCani. "Finding the right stuff in Chief Student Affairs officers /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013033.

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Holland, Daphne Lucynda. "Community college student affairs administrators' perceptions regarding intercollegiate athletics." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252424663/.

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Adams-Manning, Michelle R. "Synergistic Supervision: Impacts on Student Affairs Employee Job Satisfaction." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/860.

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Supervision is a critical component of any employee’s professional life, but it can be especially impactful to a student affairs professional. The foundation of the student affairs field is to help a student grow and develop as a whole person. This concept carries on to student affairs professionals as well, as supervisors should strive to develop the whole professional creating a positive work environment. This study analyzed the use of synergistic supervision techniques on student affairs employees’ job satisfaction. An anonymous, electronic survey was emailed to student affairs professionals at public, private and community colleges across the nation. One hundred fifty-one participants in various positions within the field took the survey. Synergistic supervision, created by Winston & Creamer (1997), and the human resource theory served as the conceptual and theoretical framework for this study. The findings from this study indicate that the use of synergistic supervision techniques predicts job satisfaction. These results inform practice involving training in supervision for student affairs divisions from the top down, and revision of staffing models and the professional development opportunities offered by guiding professional organizations.

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Lindsay, Kristen Renee. "Senior Student Affairs Officers' Perceptions Of Critical Professional Competencies." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1389196831.

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Frank, Tara Elizabeth. "Why Do They Leave? The Departure of Student Affairs Professionals." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/19306.

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Departure among student affairs administrators in higher education has been an issue for decades (Evans, 1988; Lorden, 1998; Tull, 2006). Rates of departure from student affairs within the first five years of experience are estimated at 50% to 60% (Holmes, Verrier, & Chisholm, 1983; Lorden, 1998; Tull, 2006). However, there is very little research that examines the reasons that student affairs professionals leave the field.
I conducted a qualitative study, using purposeful sampling, to determine what factors were most salient in new student affairs professionals\' departure. The conceptual framework was a modified version of Daly and Dee\'s (2006) model that described how psychological, structural, and environmental variables affect intent to stay with an organization. Participants included 24 former student affairs professionals who earned a master\'s degree in student affairs administration or a related field between 2004 and 2010 and who left the field between 2009 and 2011. Data were analyzed using a constant comparative method.
Findings suggest that new professionals depart student affairs for both Institutional and Individual reasons. Institutionally, professionals want to believe they are valued and supported, particularly by those in management positions. They want stable and supportive supervisors. They also seek stable organizational environments. Many feel they work too many hours for too little money and find few opportunities to advance. Individually, professionals seek a personal connection to their institution and job and leave the profession if those expectations are unmet. Additionally, some professionals find it difficult to obtain work/life balance. When they are left feeling unfulfilled in their jobs, they seek satisfaction outside of the field, pursuing other positions that more fully meet their wants and needs more. Future research could explore whether the rate of new student affairs professional departure is unusual when compared to other professions (e.g., teachers, social workers, nurses) or whether it is endemic to the student affairs profession.
Ph. D.

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Boggs, Elizabeth. "THE RELATIONSHIP BETWEEN ACADEMIC AND STUDENT AFFAIRS COLLABORATION AND STUDENT SUCCESS IN RESEARCH UNIVERSITIES." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3829.

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This study investigated the relationships, if any, between the number, nature, and organization of partnerships between academic and student affairs and measures of institutional success and student learning. Specifically, this research sought to: (a) investigate the relationships between the number, nature, and organization of partnerships with institutional retention rates, graduation rates, and students' engagement in educationally purposeful activities, (b) test the feasibility of a classification system for the organization of partnerships developed by O'Halloran (2005), and (c) explore the alignment between reported goals for engaging in collaboration and the actual nature of existing partnerships. The population for the study consisted of 93 Senior Student Affairs Officers (SSAOs) at doctoral-granting institutions who participated in the spring, 2005 administration of the National Survey of Student Engagement (NSSE). The survey instrument was adapted from O'Halloran (2005) and was administered in spring 2006. Of the 93 surveys administered, 52 were completed for a response rate of 55%. The findings indicated that the nature of the partnerships has significant effects on measures of institutional success and student learning. Furthermore, 75% of the respondents reported that their institutions had developed partnerships for the purpose of enhancing academic performance or increasing student retention and/or persistence. Implications of these findings are discussed in terms of the iterative relationships between the number/nature of partnerships, goals of partnerships, and outcomes of partnerships mediated by organizational structures and institutional characteristics.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

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Carter, Malika. "Study of Assessment Data Usage in Student Affairs-Related Strategic Planning and Student Learning." Diss., North Dakota State University, 2014. https://hdl.handle.net/10365/27337.

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This qualitative, multiple site case study addressed five key areas (a) accountability; (b) student affairs assessment; (c) student affairs strategic planning; (d) student learning in student affairs; and (e) linkages: connectivity of assessment, strategic planning, and student learning. The study drew upon semi-structured, Skype-based interviews from student affairs practitioners at institutions in six accrediting regions and by analyzing related documents. Research questions framing the study were 1) How are divisional assessment processes linked to student learning? 2) How are divisional strategic plan(s) linked to student learning? 3) How do student affairs divisions integrate or link strategic planning and assessment? 4) Who is involved in divisions? assessment and/or strategic planning, and what are the major responsibilities of these individuals? 5) What are common practices of divisions that successfully link assessment, strategic planning, and student learning? Findings are illustrated across case themes and patterns and organized according to their relationship to assessment, strategic planning and student learning. Implications of this study illustrate the need to increasingly professionalize student affairs work through credentialing so that more practitioners are familiar with scholarly research and can build instruments to understand how student affairs contributes to learning. Study implications also show that professional associations and accrediting agencies can work to set techniques and outcomes that clearly demarcate student learning or, at best, the intention thereof within strategic plans and assessment documents. Lastly, the study results suggest connection of divisional funding models to drive desired outcomes of connections between assessment, strategic planning, and student learning.

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Hoag, Beth A. Hoag. "Opposites or Perfect Partners: Student Affairs and Libraries in Collaboration to Advance Student Learning." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1463069534.

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Chang, Sheue Mei. "Counseling Service Needs of Chinese College Students: Student, Faculty, and Student Affairs Staff Perceptions." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc330642/.

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This study was designed to explore the different perceptions of college students' counseling service needs as well as the perceptions of counseling services by the student, faculty, and student affairs staff groups and subgroups of each group. The research approach of this investigation was a case study of one national university in the Republic of China. This study tested seven hypotheses and the major findings are as follows: there were significant differences among students, faculty, and student affairs staff members' perceptions of counseling services in terms of importance and success. Although all three groups agreed that the achievement of the counseling goals were important, the students showed a significantly stronger expectation than did faculty members. Findings related to the success of counseling services in the institution indicated that student affairs staff members showed higher mean scores than did the faculty and students. All three groups perceived a significant discrepancy between the importance of counseling services and the success of counseling services. Moreover, all subgroups of students, as divided by demographic variables, perceived a significant discrepancy between the importance and success of counseling services. All subgroups of faculty and student affairs staff members, except the members of military instructors and members with a mainland China educational background, perceived significant differences between the importance and success of counseling services. The sex, age, class level, academic major, and grade point average of students indicated significant differences either in the importance or the success of counseling services. Likewise, the status, educational background, and degrees earned of faculty and student affairs staff members also showed significant differences in the perceptions of either the importance or the success of counseling services. The study suggested that program planners should be aware of demographic variables when planning counseling programs. Further definitive research is recommended in order to investigate the college student counseling service needs.

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Adzahlie-Mensah, Vincent. "Being 'nobodies' : school regimes and student identities in Ghana." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48419/.

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What do we know about student experiences and perspectives of schooling in developing country contexts that are relevant to the ‘big debates' concerning Education for All (EFA)? This study, Being ‘Nobodies': School Regimes and Student Identities in Ghana, speaks to the question I pose. It explores the in-school experiences and identities of fifteen students in a rural Ghanaian Basic School using a critical anti-colonial discursive framework. The critical proposition underlying the study is that, aside from the longstanding problems we know of from research on schooling in developing countries, other problems “can be attributed to the dismal failure of the postcolonial state to change the existing system so that it reflects changing times, circumstances and social realities” (Dei, 2004:6). Unlike the dominant positivistic ‘etiology' of challenges to EFA, this school-based ethnographic case study provides strong evidence that persisting colonial school regimes – authoritarian forms of control and the reproduction of knowledge - are implicated in the educational experiences of students and the identities they negotiate within the institution. The three analysis chapters – Chapters Five, Six and Seven – contribute to the wider literature on schooling by specifically exploring students' perspectives on school regimes and student identities. Chapter Five discusses schooling as control. It highlights the more formal institutional regimes (authoritarian school organisation, school timetable as a management tool and the school code of discipline) that organise student experiences of schooling. Chapter Six focuses on the reproduction of knowledge through the delivered curriculum and performance modes of teaching and learning. Chapter Seven explores identities that students develop in relation to the practices discussed in Chapter Five and Chapter Six. It highlights that students see themselves as being ‘nobodies' such that their ‘best' agency is to use silence as an agentic ‘voice'. Despite Ghana's long attained independence, my thesis of the student identities of being ‘nobodies' asserts that, there has been little critical review of bequeathed colonial school practices. By practices, I mean specifically: authoritarian organization; discipline forms; and, performance modes of knowledge production that position students as ‘colonised subjects'. Based on the central analysis of this research, I recommend further research into the ways in which student experiences can inform the ‘big debates' central to EFA.

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Collins, Kathleen M. "Those Who Just Said “NO!”: Career-Life Decisions of Middle Management Women in Student Affairs Administration." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245115505.

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Tuberty, Jared T. "The Council of Student Personnel Associations in Higher Education: A Historical Analysis of Inter-Association Collaboration in Student Affairs." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1539097186242367.

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Belbin, Bruce. "The impact of information technology in student affairs and services." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ55483.pdf.

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Hirt, Joan Bernard. "Professionalism, power, and prestige: Ideology and practice in student affairs." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185751.

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This study seeks to capture the professional ideology of student affairs administration through an examination of national policy statements published between 1937 and 1987. Both professionalization and deconstruction analytical frameworks are employed to identify the assumptions that underlie that ideology and the powerful social structures those assumptions represent. To explore how the student affairs ideology has been reflected in public expression of professional practice, national conference programs of the American College Personnel Association and the National Association of Student Personnel Administrators are examined. The conference texts from years immediately succeeding and, in one case, preceding publication of the policy statements serve as the foundation for investigating the linkages between professional ideology and professional practice in student affairs. By defining the professional ideology of student affairs administration and demonstrating how the assumptions that underlie that philosophy have been manifested in practice, I reveal how the profession has been shaped and constrained by serving and protecting certain powerful social interests.

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Scott, Tamekia M. "Life histories of African American women senior student affairs officers." Thesis, Northern Illinois University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158967.

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The purpose of this qualitative research, guided by Black Feminist Thought, was to examine the experiences of African American women senior student affairs officers to understand the strategies they utilized to advance their careers. Participants included six vice presidents/chancellors for student affairs (reporting directly to the president of the institution) and one dean of students reporting to the vice president for student affairs. The participants’ recounted raced and gendered experiences during their journey to becoming a senior student affairs officer into their journey of being a senior student affairs officer. Their shared experiences were based on tokenism, hyperawareness of systemic racism and sexism, and perceptions of leadership styles verses angry Black woman. They also reported support systems such as mentors, sponsors, spirituality, and family that influence their thoughts, decisions, and motivation to continue in the field of student affairs and ultimately in higher education. The implications of the study encourages and challenges African American women and other women of color who are administrators to share their professional experiences to continue to enlighten scholarship and practice while encouraging institutions to provide funding, personnel resources, and training for all employees.

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Humphrey, Elaine. "An Exploration of Ethical Dilemma Resolution by Student Affairs Professionals." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29216.

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This two-phase, sequential mixed methods study explored how student affairs professionals resolved professional ethical dilemmas. A student affairs professional was defined as an individual whose educational background and work experience are in student affairs. An ethical dilemma is defined as a situation in which two ethical principles are at odds rather than a simple matter of right versus wrong (Kitchener, 1985). A professional ethical dilemma is an ethical dilemma in the context of a personâ s work-related experience. The first phase of the study was a qualitative exploration of how representatives of the Council for the Advancement of Standards in Higher Education (CAS) resolve professional ethical dilemmas by interviewing the representatives. The second phase of this study was confirmatory. An online questionnaire was designed and administered to members of the National Association of Student Personnel Administrators (NASPA) who held positions similar to those held by the phase one sample. The questionnaire was designed to confirm the findings from phase one about ethical dilemma resolution. The study found that professional ethical dilemmas are very complex, involving multiple ethical principles, multiple roles of the person facing the dilemma, and multiple constituent groups involved in the dilemma. Despite this complexity, student affairs professionals use a relatively simple resolution process of serious reflection and conferring with others. Considerations of self (e.g. role in dilemma and impact on self) and the wider organization (e.g. legal implications and political implications) were used in the resolution process. The study also found that student affairs professionalsâ personal values helped them prioritize the vying ethical principles involved in the dilemma so that they could make a decision that they believed was ethical.
Ph. D.

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Young, Dallin George. "Student Affairs Preparation Programs: Reported Learning Outcomes by Recent Graduates." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31486.

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Professional preparation is important for individuals in any profession, as well as the profession itself. It is one of the hallmarks of any profession. Many sets of standards for the curriculum of student affairs preparation programs have been promoted throughout the years. Most recently the Council for the Advancement of Standards in Higher Education (CAS) published a set of standards that outline areas of competency for student affairs professionals.

The purpose of this study was to measure the degree to which recent graduates of student affairs preparation programs reported learning about the important foundational elements of the profession. I examined learning based on standards for student affairs preparation programs defined by CAS and compared amounts of reported learning from alumni based on the programsâ adherence to the CAS standards (compliant v. non-compliant). To that end, I administered a 67 item questionnaire to recent graduates from student affairs preparation programs.

The findings of the present study reveal that a majority of alumni from student affairs preparation programs report having a clear understanding of 57 of 60 identified foundational learning outcomes. Additionally, there was no statistically significant difference between reported learning of alumni from CAS compliant and non-compliant programs based on these foundational learning outcomes on 58 of the 60 items. Data suggest that alumni from CAS compliant programs are more likely to feel confidence in their preparation in 48 of the 60 outcomes presented in the survey. Additionally, the results indicated that alumni from non-compliant programs were more likely to report higher levels of learning based on involvement theory and understanding the level of data a variable in quantitative analysis.
Master of Arts

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Gunzburger, Jessica S. ""Get it together, damn it!": Racism in student affairs supervision." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1492381677799592.

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Vaughn, Adam D. "A Quantitative Correlational Study of Burnout Among Student Affairs Professionals." Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10236162.

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The purpose of this study was to determine if a relationship exists between levels of burnout, exhaustion, cynicism, and professional efficacy experienced by student affairs professionals at public institutions compared to private higher education institutions in Missouri. The specific problem is that it is unknown if there is a relationship between institutional type and burnout among student affairs professionals. The participants were Missouri College Personnel Association (MoCPA) members who work at public and private higher education institutions in Missouri. There is no statistically significant relationship between institutional type and burnout, exhaustion, cynicism, or professional efficacy. Student affairs professionals at public and private institutions reported similar scores on all parts of the MBI. Results from the exhaustion and cynicism subscales were high for student affairs professionals at both institutional types. Scores from the professional efficacy subscale were high for student affairs professionals at public and private institutions. Although there is not a statistically significant relationship between burnout and institutional type, student affairs professionals at public institutions reported higher mean scores on all three MBI subscales than their counterparts at public institutions. Leaders at public and private higher education institutions may not need to address professional efficacy but should consider steps to address the high scores on the exhaustion and cynicism subscales.

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Chandler, Kristie B. (Kristie Byrne). "Importance and Responsibility of Student Development Goals Among Chief Academic and Chief Student Affairs Officers." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279083/.

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The purpose of the study was to determine if there were significant differences in the perceived importance and responsibility of student development goals between chief academic officers (CAOs) and chief student affairs officers (CSAOs). The population for this study consisted of CAOs and CSAOs at liberal arts institutions located in 15 southern states.

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Kurf, Paul John. "Teaching student leadership as a practicum option in a Student Affairs Administration master's degree program." Diss., Connect to online resource - MSU authorized users, 2008.

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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.

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Wapel, Jeffrey N. Palmer James C. "The preparation of new professionals in the field of student affairs administration an assessment of skills and competencies necessary for entry-level student affairs work /." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986992.

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Thesis (Ph. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 16, 2006. Dissertation Committee: James C. Palmer (chair), Victor J. Boschini, Patricia H. Klass, James J. Johnson. Includes bibliographical references (leaves 86-92) and abstract. Also available in print.

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Lander, Nicholas. "Pathways to a unique career : the undergraduate experiences of student affairs administration graduate students." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1260623.

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The purpose of this study was to investigate the experiences graduate students in student affairs administration programs had that inspired them to begin a Masters degree program in student affairs administration as well as what they did as undergraduates to prepare themselves for graduate work. A portion of the study focused on the role mentors played for student affairs administration graduate students as they explored the field.One hundred and one student affairs administration graduate students from four midwestern institutions completed a sixty item on-line survey. It was found the students had experiences as undergraduates which directly related to their graduate assistantship and mentors played an important role in multiple ways as the students' explored of the field of student affairs administration. Recommendations for assisting undergraduates interested in pursuing a student affairs administration were presented.
Department of Educational Leadership

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Davidson, Denise L. "National job satisfaction of entry- and mid-level student affairs professionals." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1244571494.

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Roberts, Darby Michelle. "Skill development among student affairs professionals in the National Association of Student Personnel Administrators Region III." [College Station, Tex. : Texas A&M University, 2004. http://hdl.handle.net/1969.1/481.

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Thesis (Ph.D.)--Texas A&M University, 2003.
"Major Subject: Educational Administration" Title from author supplied metadata (record created on Jul. 18, 2005.) Vita. Abstract. Includes bibliographical references.

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Stimpson, Racheal Lee. "An Exploration of Senior Student Affairs Officers' Career and Life Paths." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26856.

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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.

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Julian, Nessa Duque. "Exploring the culture of assessment within a division of student affairs." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570909.

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The growing calls for accountability within higher education have mobilized student affairs divisions to develop practices that provide evidence of student learning and development. In order to do this effectively student affairs divisions understand the importance of creating, managing, and sustaining a culture of assessment. The purpose of this study was to explore and understand effective practices in creating a culture of assessment within a division of student affairs at a large public university. The findings from this study offer insight into the experiences of one division in creating a culture of assessment. Key themes of leadership, socialization, and learning were consistent with organizational theory regarding the creation and management of a culture of an organization and with student affairs assessment literature. This study offers suggestions for best practices in ways other divisions might approach the creation of a culture of assessment.

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Dissertations / Theses on the topic 'Student Affairs in Ghana'

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