Student Affairs Practitioners as Leadership Educators? A Content Analysis of Preparatory Programs

2021 ◽  
pp. 1-14
Author(s):  
Jonathan Kroll ◽  
Joseph Guvendiren
Keyword(s):  
Content Analysis ◽  
Student Affairs ◽  
Student Affairs Practitioners ◽  
Preparatory Programs

The (Mis)Uses of Race in Research on College Students: A Systematic Review

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 5-41
Author(s):  
Marc P. Johnston-Guerrero
Keyword(s):  
Higher Education ◽  
College Students ◽  
Systematic Review ◽  
Content Analysis ◽  
Student Affairs ◽  
Educational Outcomes ◽  
Racial Groups ◽  
Higher Education Journals ◽  
Wide Range ◽  
Implicit And Explicit

Race has been one of the most controversial subjects studied by scholars across a wide range of disciplines as they debate whether races actually exist and whether race matters in determining life, social, and educational outcomes. Missing from the literature are investigations into various ways race gets applied in research, especially in higher education and student affairs. This review explores how scholars use race in their framing, operationalizing, and interpreting of research on college students. Through a systematic content analysis of three higher education journals over five years, this review elucidates scholars’ varied racial applications as well as potential implicit and explicit messages about race being sent by those applications and inconsistencies within articles. By better understanding how race is used in higher education and student affairs research, scholars can be more purposeful in their applications to reduce problematic messages about the essentialist nature of race and deficit framing of certain racial groups.

Friends from Home: Asset and Liability to African American Students Attending a Predominantly White Institution

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Douglas A. Guiffrida
Keyword(s):  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Student Development ◽  
African American Students ◽  
Predominantly White Institution ◽  
Student Affairs Practitioners ◽  
Student Departure ◽  
American Students ◽  
The Impact

The importance of connections with peers to student development and retention has been highlighted in Astin's (1984) Theory of Student Involvement and Tinto's (1993) Theory of Student Departure, which are two of the most widely referenced and validated models in student affairs literature. However, recent research has questioned the applicability of these models to African American students who attend predominantly White institutions (PWIs). Although prior research has indicated that the models should be modified to recognize the importance of students’ relationships with their families, research has failed to understand the impact of relationships with friends from home. The purpose of this qualitative study was to understand the conditions under which friends from home were perceived as assets or liabilities to 99 African American undergraduates who attended a PWI. The results provide a link for broadening the applicability of Astin’s and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.

The Performance Appraisal Paradox: An Essential but Neglected Student Affairs Staffing Function

NASPA Journal ◽  
1999 ◽  
Vol 36 (4) ◽  
Author(s):  
Don G. Creamer ◽  
Roger B. Winston
Keyword(s):  
Student Affairs ◽  
Performance Appraisal ◽  
Student Affairs Practitioners

Performance appraisal is widely endorsed as an essential part of the staffing process, yet most student affairs practitioners acknowledge that it is done poorly, or not at all, in their institutions. The reasons for this neglect are outlined, and suggestions are offered for ways to make performance appraisal a more valuable staffing tool.

Common Issues in Professional Behavior

NASPA Journal ◽  
2007 ◽  
Vol 44 (2) ◽  
Author(s):  
Steven M. Janosik
Keyword(s):  
Student Affairs ◽  
Case Studies ◽  
Organizational Level ◽  
Professional Behavior ◽  
Years Of Experience ◽  
Institutional Type ◽  
Student Affairs Practitioners

Most conversations about ethics and professional behavior involve case studies and hypothetical situations. This study identifies and examines the most common concerns in professional behavior as reported by 303 student affairs practitioners in the field. Differences by gender, years of experience, organizational level, institutional type, and institution size are also explored.

Experiences with Diversity in the Curriculum: Implications for Graduate Programs and Student Affairs Practice

NASPA Journal ◽  
2007 ◽  
Vol 44 (1) ◽  
Author(s):  
Joy Gaston Gayles ◽  
Bridget T Kelly
Keyword(s):  
Student Affairs ◽  
Focus Group Interviews ◽  
Diversity Courses ◽  
Preparation Programs ◽  
Student Affairs Practitioners ◽  
Graduate Preparation ◽  
Theory To Practice ◽  
Diversity Issues ◽  
Group Interviews ◽  
Graduate Preparation Programs

The purpose of this study was to assess individuals’ perceptions of and experiences with diversity in the curriculum of graduate preparation programs in student affairs. We were particularly interested in how diversity is incorporated into the curriculum and how individuals have been able to apply what they learned about diversity issues to student affairs practice. Using focus group interviews, data were collected from graduate students and student affairs practitioners. Three major themes that focus on requiring diversity in the curriculum, what should be included in diversity courses, and effective ways of linking theory to practice are discussed.

The Grass is Always Greener on the Other Side of the Fence: Making a Transition from Student Affairs Administrator to Full-Time Faculty

NASPA Journal ◽  
2004 ◽  
Vol 41 (2) ◽  
Author(s):  
Phyllis McCluskey-Titus ◽  
Tony W. Cawthon
Keyword(s):  
Student Affairs ◽  
Small Population ◽  
Full Time ◽  
Personnel Preparation ◽  
Administrative Positions ◽  
Faculty Position ◽  
Student Affairs Practitioners ◽  
Graduate Preparation ◽  
Student Personnel ◽  
Time Faculty

A research study was conducted using the small population of current graduate preparation faculty who were both NASPA members and former student affairs practitioners (n=38). The purpose of this study was to discover the benefits and challenges faced by practitioners when moving from an administrative position to a full-time faculty position in a student personnel preparation program. The following subjects were considered in this study: factors respondents considered when moving to a full-time faculty position, challenges respondents encountered in making the career change, differences between former administrative positions and current faculty positions, and type of preparation respondents reported were necessary for success in a faculty role. Some of the positive differences respondents described included: control over their quality of life, the ability to focus on teaching and research, and the ability to contribute to the profession. Certain challenges were recounted by respondents such as adjusting to the faculty culture and work expectations, development of a research agenda, having fewer resources as a full-time faculty member, and a difference in quality and nature of relationships.

Some Propositions Worth Debating

1996 ◽  
Vol 1 (4) ◽  
pp. 31-32
Author(s):  
Elizabeth J. Whitt
Keyword(s):  
Student Affairs ◽  
Student Learning ◽  
Student Affairs Practitioners

In 1995 a team of student affairs practitioners and faculty got together under the auspices of NASPA to explore the connection between student learning and student affairs practice. The propositions discussed here are an important result of their work.

scholarly journals Striving to Align with the CAS Standards: Graduate Preparatory Programs in Higher Education & Student Affairs

10.28945/4472 ◽  
2020 ◽  
Vol 5 ◽  
pp. 001-016
Author(s):  
Daniel W Calhoun ◽  
Steven Tolman ◽  
Kaylee M. King
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
The United States ◽  
Future Research ◽  
Curriculum Alignment ◽  
Education Student ◽  
Content Areas ◽  
Credit Hours ◽  
Cas Standards ◽  
Preparatory Programs

Aim/Purpose: This study examined Higher Education/Student Affairs (HE/SA) programs’ curriculum alignment with the CAS Standards. Background: HE/SA programs have a limited number of credit hours (27-65) and must structure their curriculum within the confines. The CAS Standards guides HE/SA programs and recommends this curriculum include a focus on six content areas. Methodology: A quantitative study that examined the curriculum of the HE/SA programs in the United States (n = 230) and their offering of exclusive courses aligning with the six content areas recommended by the CAS Standards. Contribution: This study is the first to broadly examine the curriculum of the collective HE/SA programs in the United States. It can serve as a catalyst to encourage further research and scholarly discussion around the curriculum of HE/SA programs and the professional preparation of higher education administrators. Findings: Key findings included that of the six content areas, History and Counseling were the areas least likely to be offered in HE/SA programs (48% and 41%, respectively) compared to 82% and above for the other four areas. Evidence suggests that program offerings of 36-39 credit hours may be the “sweet spot” in balancing credit hours with their ability to meet CAS Standards. Recommendations for Practitioners: There is a need for HE/SA faculty and practitioners to communicate where HE/SA programs fell short meeting the CAS Standards so that practitioners can continue in the professional development of these young practitioners. This “handoff” between faculty and practitioners will further strengthen the field of student affairs. Recommendation for Researchers: The findings of this study illuminate the important future research question as to whether there is a difference in the academic preparedness (perceived and/or actual) of graduates who attend programs that are more closely aligned with the CAS Standards? Impact on Society: Recognizing the importance that student affairs professionals have on student development (in-and-out of the classroom), this study challenges educators and practitioners to ensure they are adequately developing the next generation of college administrative leaders. Future Research: Examination of the curriculum alignment in the future once the CAS Standards for Graduate Preparatory Programs are revised

scholarly journals Challenges Faced by Student Affairs Practitioners in Embedding Indigenous Knowledge into Student Leadership Development Pedagogy. A Case for Zimbabwe

2021 ◽  
Vol 9 (3) ◽  
pp. 01-12
Author(s):  
Crispen Mazodze ◽  
Jacob Mapara ◽  
Maria Tsvere
Keyword(s):  
Science Education ◽  
Leadership Development ◽  
Student Affairs ◽  
Indigenous Knowledge ◽  
Student Development ◽  
Student Leadership ◽  
Historical Background ◽  
Student Affairs Practitioners ◽  
Student Leadership Development ◽  
Indigenous Epistemologies

The drive to mainstream indigenous knowledge into student leadership development in Zimbabwean higher education has recently gained currency. Student leadership development has a Eurocentric historical background and it has continued on this paradigm in the post-independence era. Framed on decolonial theoretical framework this study interrogates the challenges that are faced by student affairs practitioners in their efforts to include indigenous epistemologies into student leadership development programmes. The research was designed as a case study that employed qualitative methods of data collection and analysis focussing on student development practice at three state universities in Zimbabwe namely Bindura University of Science Education, Chinhoyi University of Science Education and Great Zimbabwe University. Data were collected through in-depth interviews with student Affairs practitioners and analysed through NVivo qualitative data analysis software. Research findings indicate that student affairs practitioners face a myriad of problems which hinder the mainstreaming of the knowledge of the local indigenous people into leadership development. These problems include lack of training to empower them with skills to include indigenous epistemologies into student leadership training, lack of funding and policy guidelines. Theorising on this complexity the research recommends the designing of leadership programmes that imbue indigenous epistemologies of the local people in student development such as hunhu/ubuntu values.

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