Connecting Student Employment, Involvement, and Alumni Affinity

2012 ◽  
Vol 36 (2) ◽  
pp. 140-151 ◽  
Author(s):  
Kara L. Fresk ◽  
Richard H. Mullendore
Keyword(s):  
Work Environment ◽  
Student Employment ◽  
Campus Recreation ◽  
Campus Community ◽  
Missing Link ◽  
Campus Involvement ◽  
Student Employees ◽  
Recreation Professionals ◽  
Personal Interests

Previous research indicates that student employment serves as a means of campus involvement. Additional literature indicates that campus involvement promotes alumni affinity. This study proposes that the missing link between student employment as involvement and alumni affinity lies in the students' perceptions of involvement. Therefore, this study explored whether student employees view their employment as an involvement opportunity and the factors that influence those perceptions. Understanding the factors that contribute to perceptions of involvement allows campus recreation professionals to structure employment experiences that are recognized by students as involvement, thereby promoting long-term affinity for the institution. The findings indicate that students perceive their employment as involvement, though to varying degrees. The factors contributing to those perceptions include a) time spent in the work environment, b) alignment with personal interests, c) relationships with coworkers, d) relationships with supervisors, e) affiliation to program area, and f) interaction with the campus community.

An Examination of Variables Related to Student Employment in Campus Recreation Programs

2012 ◽  
Vol 36 (2) ◽  
pp. 78-90 ◽  
Author(s):  
James E. Johnson ◽  
Ashlee N. Kaiser ◽  
Robert J. Bell
Keyword(s):  
Work Experience ◽  
The United States ◽  
Student Employment ◽  
First Year ◽  
Campus Recreation ◽  
Ability To Work ◽  
Related Factors ◽  
Work Related ◽  
Student Employees

Previous literature on student employment within campus recreation departments has focused on a variety of work-related factors, but has been limited by examining single institutions. The current study extended this area of research by examining 290 recreation student employees at 11 institutions located throughout the United States to determine how important five work-related variables were to student employment. Results indicated all variables were rated high in importance, but ability to work around class schedules was most important. Results also indicated that females believe pay rate is more important than males, first year employees do not desire supervisory roles as much as students with more work experience, and students who have supervisory responsibilities find these roles more important than students without such roles. These results can be used by recreation administrators to better understand the priorities of their employees, which ultimately could impact quality of work.

Practice Makes Perfect: Student Employee Transferable Skill Utilization in Campus Recreation

2018 ◽  
Vol 42 (2) ◽  
pp. 174-192
Author(s):  
Austin R. Anderson ◽  
William D. Ramos ◽  
Eric Knee
Keyword(s):  
Exploratory Study ◽  
The Self ◽  
Student Employment ◽  
Campus Recreation ◽  
Transferable Skills ◽  
Skill Utilization ◽  
Transferable Skill ◽  
Student Employees ◽  
Ongoing Development ◽  
Recreation Settings

Student employment is a vital aspect of development for many college students during their matriculation. This exploratory study examined the self-reported utilization of desirable transferable skills by student employees in a variety of campus recreation settings. A survey of 417 campus recreation student employees was conducted, asking how often different transferable skills were utilized within the course of their employment. While it is recognized that no one environment may be able to provide for all transferable skills, analyses were undertaken with regard to the skills that were reported to be the least utilized (writing and computer skills) in an effort to understand what recreational environments better allow for the ongoing development of these skills and to identify areas of improvement for student employees in campus recreation with regard to transferable skill development.

Best Practices in Student Development for Campus Recreation Professionals

2011 ◽  
Vol 35 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Lauren Toperzer ◽  
Denise M. Anderson ◽  
Robert J. Barcelona
Keyword(s):  
Best Practices ◽  
Student Development ◽  
Vital Role ◽  
Campus Recreation ◽  
Recreational Sports ◽  
Vice Presidents ◽  
Web Based ◽  
Student Employees ◽  
Recreation Programs ◽  
Recreation Professionals

Student employees play a vital role in the leadership and delivery of campus recreation programs. Therefore, campus recreation professionals have a unique opportunity to contribute to their development. The purpose of this study was to identify best practices for effective student development in campus recreation programs affiliated with the National Intramural Recreational Sports Association (NIRSA). Data were collected using the Delphi technique via a web-based survey. A panel of experts including five of the 2009 Regional Vice Presidents of the NIRSA organization, as well as five campus recreation professionals from each region chosen by the Regional Vice Presidents was asked to participate. Panel members advocated five general best practices and 21 specific best practices. The five general best practices were leadership opportunities, performance assessment, training and orientation, personal relationships, and professional development. The results provide a framework that campus recreation professionals can use to enhance student development of their employees.

Things I wish I’d known: desiderata for early career psychiatrists

2016 ◽  
Vol 25 (1) ◽  
pp. 78-81 ◽  
Author(s):  
Lillian Ng ◽  
Richard Steane ◽  
Emme Chacko ◽  
Natalie Scollay
Keyword(s):  
Work Environment ◽  
Reflective Practice ◽  
Self Care ◽  
Career Progression ◽  
Work Life ◽  
Early Career ◽  
Life Balance ◽  
Career Plans ◽  
Zealand College

Objective: The objective of this study was to disseminate advice imparted to early career psychiatrists by a panel of senior colleagues at a Royal Australian and New Zealand College of Psychiatrists symposium, reflecting on things they wished they had known at the earlier stage in their careers. Methods: Key themes were extracted from notes taken at the symposium, where opinions were expressed by three senior psychiatrists. Results: There are components in building a sustainable career as a psychiatrist, which include considering one’s work environment and relationships with colleagues; self-care, mentorship and reflective practice; and seeking opportunities to teach and research for career progression. Conclusions: The mentorship and advice from senior colleagues can be highly influential. In order to sustain a career that has reward, meaning and longevity, psychiatrists would do well to pay attention to aspects of self-care, stay connected to their loved ones, seek an optimal work–life balance and take an interest in their long term career plans.

Differences in Employee Perceptions of Entry-Level Competencies of NIRSA Campus Recreation Professionals

2018 ◽  
Vol 42 (1) ◽  
pp. 90-101 ◽  
Author(s):  
Brent Beggs ◽  
Olivia Butts ◽  
Amy Hurd ◽  
Daniel Elkins
Keyword(s):  
Core Competencies ◽  
Human Resources Management ◽  
Employee Perceptions ◽  
Campus Recreation ◽  
Resources Management ◽  
Entry Level ◽  
Upper Level ◽  
Recreation Professionals ◽  
Employee Needs ◽  
Recreation Settings

Core competencies are defined as skills, knowledge, and abilities that an employee needs to be successful in a job. There has been research examining competencies in a variety of professional recreation settings, including campus recreation. Research in campus recreation has confirmed the understanding of the NIRSA Core Competencies: program delivery; philosophy and theory; personal and professional qualities; legal liabilities and risk management; human resources management; facility planning, management, and design; business management; and research and evaluation. The purpose of this study was to examine competencies of entry-level employees in campus recreation departments. More specifically, this study investigated differences in perceptions of entry-level competencies between entry-level employees, mid-level, and upper-level employees in campus recreation departments. There were 466 campus recreation professionals that participated in the survey research and analysis of variance (ANOVA) tests indicated that entry-level employees assign greater importance to specific competencies than employees higher up in the organization.

Factors Influencing the Willingness to Mentor Students within Campus Recreation

2005 ◽  
Vol 29 (1) ◽  
pp. 59-77 ◽  
Author(s):  
Glenna G. Bower ◽  
Mary A. Hums ◽  
John L. Keedy
Keyword(s):  
Phenomenological Study ◽  
Comparative Method ◽  
Research Question ◽  
Organizational Factors ◽  
Campus Recreation ◽  
Factors Influencing ◽  
Recreation Directors ◽  
Primary Means ◽  
Recreation Professionals ◽  
The Individual

The purpose of this study was to discover factors influencing a person's decision to mentor students within campus recreation. The present study investigated four areas of inquiry within campus recreation: (a) What are the individual reasons for mentoring students? (b) What organizational factors inhibit or facilitate mentoring students? (c) What protégé characteristics attracted mentors?, and (d) What outcomes are associated with mentoring students? The phenomenological study relied on in-depth interviews of five campus recreation professionals. This research study utilized three in-depth phenomenological interviews with each participant as the primary means of collecting data. The researcher used the constant comparative method of analysis throughout the study. Analysis of the data produced personal life history portraits of each participant and provided themes and categories for each research question. Study findings provided valuable information for campus recreation directors wishing to successfully mentor students entering the campus recreation profession.

scholarly journals Physical work environment risk factors for long term sickness absence: prospective findings among a cohort of 5357 employees in Denmark

BMJ ◽  
2006 ◽  
Vol 332 (7539) ◽  
pp. 449-452 ◽  
Author(s):  
Thomas Lund ◽  
Merete Labriola ◽  
Karl Bang Christensen ◽  
Ute Bültmann ◽  
Ebbe Villadsen
Keyword(s):  
Risk Factors ◽  
Work Environment ◽  
Sickness Absence ◽  
Physical Work ◽  
Physical Work Environment

scholarly journals Perceptions of the work environment among people with experience of long term sick leave

Work ◽  
2010 ◽  
Vol 35 (2) ◽  
pp. 125-136 ◽  
Author(s):  
Elin Ekbladh
Keyword(s):  
Sick Leave ◽  
Work Environment

What College Students Gained Serving on Hiring Committees for Student Job Openings

2014 ◽  
pp. 418-440
Author(s):  
Christina Van Wingerden
Keyword(s):  
Program Planning ◽  
Real Life ◽  
Student Employment ◽  
Systematic Evaluation ◽  
College Level ◽  
Student Activities ◽  
Assessment Approach ◽  
Job Openings ◽  
Student Employees ◽  
Four Levels

The value of student participation in hiring committees at the college level is the focus of this chapter. Students, identified as “selectors,” participated in all aspects of hiring toward a “best” candidate. Student selectors, from two types of student employees within the structure of a university student union, and two hiring processes are assessed (referred to as student activities and facilities). A guided questionnaire is used to investigate skill development gained, used, and eventually transferred to experiences after graduation. Two models frame the plan. Surveys and focus groups are based on Kirkpatrick's and Kirkpatrick's (2006) The Four Levels. The development of a systematic evaluation plan is based on Caffarella's (2002) Interactive Program Planning Model. Exploring the value of experiential learning in student employment settings is a key to the assessment approach. An appraisal of the student experience, when environments are intentionally created to give students the chance to practice, use, and build skills in real life scenarios, had not been evidenced previously in a formal way. Furthermore, an inquiry of transfer of learning post-graduation is examined.

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