Browsing by Subject "Student affairs administrators"
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Item Professional competencies for entry-level student affairs professionals(Texas Tech University, 1985-08) Henry, JudithThe purpose of this study was to identify what entry-level student affairs professionals perceived as their current level of expertise with regard to specific professional competencies and whether or not they needed continued development for each competency. Additionally, the study sought to determine whether significant relationships existed between selected respondent characteristics and professional development needs. The population surveyed included 246 full-time, entry-level student affairs professionals from public four-year institutions in Texas. Usable responses were received from 191 (77.6%) of these professionals. Descriptive statistics were used to analyze and present a portion of the data. Chi-square statistical tests were employed to determine the significance of relationships for the remainder of the data. Of the 26 competencies, a majority of the respondents rated their current level of expertise as high in the areas of: interpersonal relations and communication skills, decision-making, leadership skills, working well with diverse groups, working cooperatively with others, understanding functions of work, and internalizing professional standards/ethics. Respondents indicated a need for continuing professional development in the following competencies: recognizing legal implications, recognizing special needs of ethnic minorities, displaying familiarity with professional literature, evaluating group dynamics, and formulating and interpreting policy. Few significant differences were found between the current level of expertise and the need for continuing professional development. Independent variables such as sex, age, highest degree, job function, length of time in the position, and the next desired position were not associated with significant differences in the perceived professional development needs of respondents. The professional development activities most preferred by the respondents were: conferences, discussions with colleagues, workshops/seminars, and mentor relationships. Based on the findings, conclusions included the following: (1) The non-significant, statistical test results indicate similarity of need for continuing development regardless of respondent characteristics; (2) Entry-level student affairs professionals indicate a sense of competence about their capabilities; and (3) Respondents are concerned with continuing their professional development.Item Professional competencies for entry-level student affairs professionals(Texas Tech University, 1985-05) Henry, JudithThe purpose of this study was to identify what entry-level student affairs professionals perceived as their current level of expertise with regard to specific professional corapetencies and whether or not they needed continued developraent for each competency. Additionally, the study sought to determine whether significant relationships existed between selected respondent characteristics and professional development needs. The population surveyed included 246 full-time, entry-level student affairs professionals from public four-year institutions in Texas. Usable responses were received from 191 (77.6%) of these professionals. Descriptive statistics were used to analyze and present a portion of the data. Chi-square statistical tests were employed to determine the significance of relationships for the remainder of the data.Item Strategic planning in student services: the Lutheran colleges and universities of North America(Texas Tech University, 1997-08) Jones, Ronald WilliamPrivate, church-related institutions are not immune to the challenges facing other colleges and universities today. Funding cuts, declining budgets, rising tuition, declining enrollments and increased calls for accountability led, for example, to the closure of Upsala College at the end of the 1994-1995 school year. These challenges are of particular importance for the Student Services area, since it is often viewed as being on the periphery of an academic institution. If, in fact, the area is marginal to what higher education is all about, then it is a likely candidate for bearing the brunt of institutional cutbacks. The Student Services area must make its case as strategically as possible, both internally and as part of the larger institution, in order to defend its programs and to make them clearly part of a institution's mission and strategy. This study has three purposes. The first is to determine the status of strategic planning in the Student Services areas of Lutheran colleges and universities in Canada and the United States. The second is to survey the attitudes toward strategic planning of the Chief Student Services Officer (CSSO) in these institutions. The third is to validate the Jones-Hensley model for strategic planning for use in the Student Services area. To determine the status of strategic planning in the research population, the researcher analyzed documents submitted by the CSSO's, using a document checklist, to determine if they qualify as strategic plans and if they reveal a strategic-planning process. To survey attitudes, the researcher used a questionnaire to obtain demographic and other data and to determine their relationship to the practice and the perceived value of strategic planning. The questionnaire also asked for and gained disciplinary validation of the Jones-Hensley model for strategic planning. The researcher has also gained empirical validation for this model, based on field testing in a number of settings.Item Strategic planning in student services: the Lutheran colleges and universities of North America(Texas Tech University, 1997-08) Jones, Ronald WilliamPrivate, church-related institutions are not immune to the challenges facing other colleges and universities today. Funding cuts, declining budgets, rising tuition, declining enrollments and increased calls for accountability led, for example, to the closure of Upsala College at the end of the 1994-1995 school year. These challenges are of particular importance for the Student Services area, since it is often viewed as being on the periphery of an academic institution. If, in fact, the area is marginal to what higher education is all about, then it is a likely candidate for bearing the brunt of institutional cutbacks. The Student Services area must make its case as strategically as possible, both internally and as part of the larger institution, in order to defend its programs and to make them clearly part of an institution's mission and strategy. This study has three purposes. The first is to determine the status of strategic planning in the Student Services areas of Lutheran colleges and universities in Canada and the United States. The second is to survey the attitudes toward strategic planning of the Chief Student Services Officer (CSSO) in these institutions. The third is to validate the Jones-Hensley model for strategic planning for use in the Student Services area. To determine the status of strategic planning in the research population, the researcher analyzed documents submitted by the CSSO's, using a document checklist, to determine if they qualify as strategic plans and if they reveal a strategic-planning process. To survey attitudes, the researcher used a questionnaire to obtain demographic and other data and to determine their relationship to the practice and the perceived value of strategic planning. The questionnaire also asked for and gained disciplinary validation of the Jones-Hensley model for strategic planning. The researcher has also gained empirical validation for this model, based on field testing in a number of settings.