Student Affairs Staff Research Articles

Continuous Quality Improvement in Student Affairs: A Survey of Staff Opinions on the Work Environment

As part of a continuous quality improvement initiative, student affairs staff members at the University of Massachusetts-Amherst were asked to provide opinions on the importance of and satisfaction with certain aspects of their work environments. The data were analyzed based on sex, race, length of service, and employment status (classified or professional), with most reported differences being based on employment status. Results of the survey are discussed, and efforts to improve the climate addressed.

Honor Among Students: Academic Integrity and Honor Codes at State-Assisted Universities

This qualitative study examined the relationship between institutional honor codes and student attitudes and behavior related to academic dishonesty. The primary data sources were students, faculty, and student affairs staff at three state-assisted universities. The results point to three conclusions: An academic honor code is only a mild deterrent to academic dishonesty; Faculty, student affairs staff and students differ in their views as to why students cheat; Students are more likely to cheat if they perceive that the campus culture tolerates cheating.

Book Review: College Student Affairs Administration (ASHE Reader Series)

During the twentieth century, most higher education institutions were faded with myriad challenges posed by periods of benign neglect, growth, prosperity, decline, rejuvenation, political favor, and public skepticism. Throughout this same period, student affairs staff members have protected, supported, disciplined, developed, and otherwise attempted to contribute to the education of students and the effectiveness of their institutions. The upcoming close of this century provides an appropriate moment to reflect on student affairs' first century as a professional field, as measured by the creation and subsequent flourishing of nation and international associations early in this century. "College Student Affairs Administration," an ASHE Reader edited by Elizabeth Whitt, is a splendid work that documents principal aspects of the history, evolution, and practice of college student affairs administration.

Continuous Quality Improvement in Student Affairs: A Survey of Staff Opinions on the Work Environment

As part of a continuous quality improvement initiative, student affairs staff members at the University of Massachusetts-Amherst were asked to provide opinions on the importance of and satisfaction with certain aspects of their work environments. The data were analyzed based on sex, race, length of service, and employment status (classified or professional), with most reported differences being based on employment status. Results of the survey are discussed, and efforts to improve the climate addressed.

Book Review: College Student Affairs Administration (ASHE Reader Series)

During the twentieth century, most higher education institutions were faded with myriad challenges posed by periods of benign neglect, growth, prosperity, decline, rejuvenation, political favor, and public skepticism. Throughout this same period, student affairs staff members have protected, supported, disciplined, developed, and otherwise attempted to contribute to the education of students and the effectiveness of their institutions. The upcoming close of this century provides an appropriate moment to reflect on student affairs' first century as a professional field, as measured by the creation and subsequent flourishing of nation and international associations early in this century. "College Student Affairs Administration," an ASHE Reader edited by Elizabeth Whitt, is a splendid work that documents principal aspects of the history, evolution, and practice of college student affairs administration.

Academic courses offered by student affairs: A sampler

AbstractAcademic courses taught by student affairs staff are described in this chapter. Specific emphasis is placed on the learning outcomes for such activities.

Political Correctness

The author provides an overview of the political correctness debate and explores its implications for student affairs staff members, to encourage them to reflect on these issues and to address them on their campuses.

Creating positive outcomes for students with disabilities

AbstractBy capitalizing on the strengths of our past and being open to innovation, student affairs staff can create environments that invite, involve, and retain students with disabilities.

The president's perspective on student affairs and educational fundraising

AbstractThis chapter explores, from the campus president's point of view, some of the potential pitfalls and major policy issues raised by engaging the student affairs staff in educational fundraising.

Key academic values and issues

In this chapter, key faculty values, issues, and concerns are identified as they may affect the college or university political environment and, consequently, the work of the student affairs staff.

MASLOW'S HIERARCHY AND STUDENT RETENTION

Abraham Maslow's hierarchy of needs offers a perspective on the motivation of college students and provides a rationale for retention programming in institutions of higher learning. The interventions of student affairs staff and faculty members which address the safety needs of students and engage students' sense of purpose tend to reinforce persistence. The result is improved rates of retention. The possible role faculty might play in a “mentor program” is discussed as a model of cooperative endeavor between the teaching faculty and the student affairs staff.

The Parent-Student-University Relationship:

The importance of a widely understood and accepted institutional ethos which informs the endeavors of all who work with students and their parents can hardly be overstated. Student affairs professional must work to ensure that the values, goals, and expectations of the institution are evaluated in light of information about student development needs, clarified for everyone involved in the educational venture, and widely promulgated within the institution and to students and their parents. Ongoing consultation among student affairs staff is necessary to ensure equitable and timely delivery of services and the manifestation of established values at every level of the institution.

A Framework for Assisting Student Affairs Staff in Fostering Moral Development

Student affairs professionals have an impact on the values and ethical behavior of students and need to address this responsibility. After examining factors cited as important in the development of moral behaviors, the author introduces a three‐dimensional framework for examining moral development interventions consisting of the target of intervention, type of intervention, and intervention approach. Examples of specific strategies are provided for each category included in the framework.

Kate Hevner Mueller: Woman for a Changing World

Kate Hevner Mueller was a pioneer, not only in student affairs administration but also in the graduate‐level preparation of student affairs staff and in the education of women for diverse roles in society. At the same time, she was a scholar of many interests, from psychometrics to aesthetic expression, who made a lasting contribution to the knowledge and literature of student affairs. Mueller's personal papers included extensive autobiographical reflections on her life and her experiences as a teacher, researcher, and mentor. These writings, as well as the recollections of her students and colleagues, were fashioned into the “interview” that follows.

Stress on campus: An interactional perspective

Faculty stress was investigated with the use of an interactional model of stress including roles, personal characteristics, coping strategies, and environmental characteristics. A random sample of 191 faculty members and 67 student-affairs staff members completed standardized measures of stress, strain, and coping resources and open-ended questions regarding sources of stress. Significant differences were found among faculty from different academic disciplines, between genders, and across semester time periods. Major stressors included time pressures, work overload, and interpersonal relationships. Body signals and poor interpersonal relationships were primary indicators of stress, and taking specific action and exercising were frequent coping behaviors. These findings have implications for administrative policy and faculty development programs.

Theories of organizations

AbstractFormal organizational theory helps us to understand the structure, function, and dynamics of student affairs organizations. A comparison of the major theories can help student affairs staff to look at what they do from several perspectives.

A sampling of organizational perspectives

AbstractSome excellent resources are available for student affairs staff who desire a more thorough treatment of topics discussed in this sourcebook.

Survey of Minority and Women Student Affairs Staff Members Employed in NASPA Member Institutions in 1974

(1977). Survey of Minority and Women Student Affairs Staff Members Employed in NASPA Member Institutions in 1974. NASPA Journal: Vol. 14, No. 3, pp. 57-73.

Survey of Minority and Women Student Affairs Staff Members

Survey of Minority and Women Student Affairs Staff Members