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Relevant bibliographies by topics / Senior student affairs officers

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Academic literature on the topic 'Senior student affairs officers'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "Senior student affairs officers"

1

Ardoin, Sonja, Rebecca E. Crandall, and Jeremiah Shinn. "Senior Student Affairs Officers’ Perspectives on Professional Preparation in Student Affairs Programs." Journal of Student Affairs Research and Practice 56, no. 4 (August 8, 2019): 379–93. http://dx.doi.org/10.1080/19496591.2019.1614938.

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Moneta, Larry. "Intersectionality in Student Affairs: Perspective from a Senior Student Affairs Officer." New Directions for Student Services 2017, no. 157 (March 2017): 69–79. http://dx.doi.org/10.1002/ss.20210.

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Romano, C. Renee, Jan Hanish, Calvin Phillips, and Michael D. Waggoner. "The new normal: Senior student affairs officers speak out about budget cutting." New Directions for Student Services 2010, no. 129 (December 2010): 59–70. http://dx.doi.org/10.1002/ss.351.

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Stewart, Stephanie C., and Terry E. Williams. "Preparing for Fiscal Leadership in Student Affairs: The Senior Student Affairs Officer Voice." Journal of Student Affairs Research and Practice 47, no. 3 (July 2010): 274–90. http://dx.doi.org/10.2202/1949-6605.6087.

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Browne, Jennifer, David Thomas Alan Speed, and Lilly Walker. "Student Affairs in Canada in 2013 Perceptions, Trends, and an Outlook toward the Future." Canadian Journal of Higher Education 45, no. 4 (December 31, 2015): 343–60. http://dx.doi.org/10.47678/cjhe.v45i4.184449.

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Chief Student Affairs Officers (CSAOs) are senior-level student affairs personnel. In 2011, 33 CSAOs responded to a national survey and provided a professional perspective on field development, student services, as well as predicted five-year trends for student affairs. In 2013, 17 CSAOs responded to the same survey and provided further information on these topics. Results indicated that attitudes towards diversity and technology remained stable between 2011 and 2013. We established that CSAOs have less positive attitudes towards research, evaluation, and assessment than they do towards communication and leadership. Here, we discuss at length the implications of these finding, as well as the potential for research into student affairs. In addition, we examine the continued professionalization of the CSAO field and note that research into CSAOs should be proactive instead of reactive.

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McCarthy, Claudine. "Discover how former senior student affairs officers charted successful career paths to the presidency." Student Affairs Today 21, no. 9 (November 29, 2018): 6–7. http://dx.doi.org/10.1002/say.30545.

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Roper, Larry D. "The role of senior student affairs officers in supporting LGBT students: Exploring the landscape of one's life." New Directions for Student Services 2005, no. 111 (2005): 81–88. http://dx.doi.org/10.1002/ss.177.

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Sandeen, Arthur. "A senior student affairs officer's perspective on the AISP model." New Directions for Student Services 2009, no. 128 (December 2009): 55–58. http://dx.doi.org/10.1002/ss.341.

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Dickerson, Amy M., John L. Hoffman, Baramee Peper Anan, Kelsey F. Brown, Linda K. Vong, Marilee J. Bresciani, Reynaldo Monzon, and Jessica Oyler. "A Comparison of Senior Student Affairs Officer and Student Affairs Preparatory Program Faculty Expectations of Entry-Level Professionals' Competencies." Journal of Student Affairs Research and Practice 48, no. 4 (October 2011): 463–79. http://dx.doi.org/10.2202/1949-6605.6270.

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Reason, Robert D., David A. Walker, and Daniel C. Robinson. "Gender, Ethnicity, and Highest Degree Earned as Salary Determinants for Senior Student Affairs Officers at Public Institutions." Journal of Student Affairs Research and Practice 39, no. 3 (April 2002): 251–65. http://dx.doi.org/10.2202/1949-6605.1169.

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Dissertations / Theses on the topic "Senior student affairs officers"

1

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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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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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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Marquez, Yettieve Angelina. "Female senior student affairs officers at four-year public institutions| Pathways to advancement." Thesis, Fordham University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621903.

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Since the inception of Student Affairs, males have dominated senior level positions. While females are earning every degree type at a higher rate than their male counterparts, there are more women in entry and mid-level positions that often feel relegated to these roles as they seek advancement to a Senior Student Affairs Officer (SSAO) position. Whereas the gender gap has dramatically decreased over time at four-year private institutions, the largest gender gap within SSAO positions continues to exist at four-year public institutions. Using a phenomenological approach, this qualitative study explores the career trajectories of 15 current female SSAOs at four-year public institutions. The study examines factors that led to their success, challenges related to their gender, and advice given to females who aspire to obtain an SSAO position at a four-year public institution. Critical feminist theory was the theoretical framework used to undergird the study and to help examine gender inequalities. All women currently hold a Dean of Students, Assistant/Associate Vice President of Student Affairs, or Vice President of Student Affairs position at four-year public institutions within three states. Five themes arose from the data, culled from two series of semi-structured interviews and resume analysis: (a) educational and career trajectory patterns, (b) mentorship matters, (c) pathways to advancement, (d) roadblocks to the SSAO position, and (e) advice given. Findings related to why the largest gender gap persists at four-year public institutions were also discussed. Interpretations of the findings, limitations, and recommendations for future research and practice were shared.

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Cowley, Nicole Christine. "Politics and directors' performance evaluation: Perceptions of senior student affairs officers and directors." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2806.

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The purposes of this study were to determine whether directors and the senior student affairs officers who supervise them perceive the formal performance evaluation process to be accurate, fair, and meaningful, and whether they perceive the process to be influenced by the politics involved in the position.

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Campbell, Jo. "Behaviors, Attitudes, Skills, and Knowledge for Senior Student Affairs Officers: Perceptions of Leadership Success." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1424960141.

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Schott, Nancy L. "Mentoring and its association with leadership self-efficacy for women senior student affairs officers." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1085665285.

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Robinson, Johnny A. "The Generational Shift: an Exploration of Leadership Behaviors of Senior Student Affairs Officers Through a Generational Lens." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804938/.

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The purpose of this quantitative study was to identify and compare differences in leadership behaviors of senior student affairs officers (SSAOs) based on their generational cohort (Baby Boomer, Generation X, Millennial). The Multifactor Leadership Questionnaire (MLQ) was used to measure nine leadership behaviors and three leadership outcomes. Surveys were administered electronically to 3,361 individuals identified as a chief student affairs officer or director of student affairs in the Higher Education Online Directory (2014). The 449 respondents included 246 Baby Boomers, 192 Generation Xers, and 11 Millennials. Due to an uneven sample size, the Millennial group was removed from the data analysis. The total respondents consisted of 215 male and 219 female SSAOs with 260 employed at four-year private institutions and 170 employed at four-year public institutions. A MANOVA was utilized to determine whether or not statistical differences existed between the nine dependent variables (leadership behaviors) and independent group variables (generational group). The findings showed that whereas Generation X SSAOs exhibited more transactional leadership behaviors, Baby Boomer SSAOs were more transformational. The results of this study have implications for the field of student affairs in that research and practice support the need for more transformational leaders in senior administrative positions in higher education. If Generation X SSAOs who represent the next generation of administrators are more transactional in their leadership, college presidents and professional associations may need to develop a new, more transformational generation of SSAOs to replace Baby Boomers as they retire.

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Thuringer, Christopher. "STRATEGIES UNDER STRESS: HOW SENIOR STUDENT AFFAIRS OFFICERS ARE MANAGING IN THE MIDST OF INSTITUTIONAL RETRENCHMENT." UKnowledge, 2013. http://uknowledge.uky.edu/epe_etds/8.

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Higher education had been one of the highest funding priorities in most states, however, in recent years, governors and state legislators have focused their efforts in higher education on cutting budgets to deal with historic gaps in revenue. As a result, university administrators have been challenged to modify their institutions’ academic programs, administrative units, and student affairs operations to contain costs and increase revenue. This study examined the extent of financial challenges faced in student affairs divisions at four-year, state-supported institutions during the period between 2008 and 2012 and the strategies utilized by senior student affairs officers to manage them. A researcher-developed online survey instrument was used to collect data from senior student affairs officers at four-year, public institutions of higher education which were members of Student Affairs Administrators in Higher Education (NASPA). The questionnaire was designed to gather information regarding the impact of institutional financial constraints on student affairs units and the resulting student service area changes, funding shifts, and leadership engagement and knowledge in budgeting. Descriptive statistics and a thematic analysis were used to examine the data which showed that, while student affairs units had experienced decreases in institutional support during the timeframe investigated, university financial constraints did not have a significant impact on eliminating or creating student affairs services. The student affairs services most often reduced were career development, college or student unions, and dean of students. Findings also indicated counseling and psychological services, recreation and fitness programs, residence life and housing, and disability support services were most frequently increased. The most frequent shift in student affairs funding to mitigate fiscal stress was through internal reallocation followed by establishing or increasing a mandatory or user fee. Counseling and psychological services, health services, college or student unions, and recreation and fitness programs were services most frequently identified as experiencing a funding change. The results encourage senior student affairs officers to find a balance of new funding opportunities while also being effective and efficient with reductions to programs and services.

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Herbrand, Laura. "Career paths of female senior student affairs officers in American four-year institutions of higher education." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203645.

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The purpose of this study was to describe the career paths of female senior student affairs officers (SSAOs) in American four-year institutions of higher education. Specific topics investigated included (a) demographic profile, (b) entry level and SSAO stepping stone positions, (c) work experience, (d) formal education, (e) promotion path, (f) career goals, (g) characteristics of the employing institutions, and (h) common career barriers.The population consisted of all 356 female NASPA members employed as SSAOs in American four-year institutions of higher education during the fall of 2000. A survey instrument designed by the researcher was used to gather data.The average age of female SSAOs when they were first appointed to this position was 41 years. The vast majority (81%) was White, and the most frequently reported marital status was married/partnered. Almost one-third of the SSAOs reported jobs in residence life as their entree into student affairs work. Jobs in the dean of students' office were the most frequently reported SSAO stepping stone positions. At the time they were first appointed SSAOs, they had worked an average of 14 years in higher education. Over half (51 %) held a doctorate. Over half (58%) received an internal promotion to their first SSAO position, and over half (57%) accepted this position at private institutions. For over half (55%), becoming an SSAO was a primary career goal at the time they were first appointed to this position. Close to two-thirds (66%) reported no barriers in achieving the first SSAO position.Major conclusions included: (a) student affairs positions that provide exposure, visibility, and connections provide a common career path to the SSAO position; (b) a doctorate has become a virtual necessity for women who aspire to be SSAOs; (c) women in general and minority women in particular have made gains in reaching the SSAO position.
Department of Educational Leadership

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Books on the topic "Senior student affairs officers"

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Exceptional senior student affairs administrators' leadership: Strategies and competencies for success. Washington, DC: National Association of Student Personnel Administrators, 2011.

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Dungy, Gwendolyn Jordan, Gwendolyn Jordan Dungy, and Shannon E. Ellis. Exceptional senior student affairs administrators' leadership: Strategies and competencies for success. Washington, DC: National Association of Student Personnel Administrators, 2011.

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Leading innovation and change: A guide for chief student affairs officers on shaping the future. Washington, DC: National Association of Student Personnel Administrators, 2014.

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Office, General Accounting. Financial management: Examples of weaknesses : briefing report to the Chairman, Committee on Governmental Affairs, U.S. Senate. Washington, D.C: The Office, 1988.

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Office, General Accounting. Financial management: Opportunities for improving VA's internal accounting controls and procedures : report to the Secretary of Veterans Affairs. Washington, D.C: The Office, 1989.

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Office, General Accounting. Financial management: Billions in improper payments continue to require attention : report to the Chairman, Committee on Governmental Affairs, U.S. Senate. Washington, D.C. (P.O. Box 37050, Washington 20013): The Office, 2000.

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Office, General Accounting. Financial management: Seven DOD initiatives that affect the contract payment process : report to the Ranking Minority Member, Committee on Governmental Affairs, U.S. Senate. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.

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Office, General Accounting. Financial management: Coordinated approach needed to address the government's improper payments problems : report to the Ranking Minority Member, Committee on Governmental Affairs, U.S. Senate. Washington, D.C: United States General Accounting Office, 2002.

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Office, General Accounting. Financial management: Bureau of Indian Affairs' efforts to implement new accounting system : report to the Subcommittee on Interior and Related Agencies, Committee on Appropriations, House of Representatives. Washington, D.C: The Office, 1990.

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Office, General Accounting. Financial management: Bureau of Indian Affairs' consolidation of billing and collection functions : briefing report to the Subcommittee on Interior and Related Agencies, Committee on Appropriations, House of Representatives. Washington, D.C: The Office, 1989.

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Book chapters on the topic "Senior student affairs officers"

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Pichon, Henrietta Williams. "Providing Support for non-Black Students and Faculty at HBCUs: A Promising Approach for Senior Academic and Student Affairs Officers (SASAOs)." In Underserved Populations at Historically Black Colleges and Universities, 183–200. Emerald Publishing Limited, 2018. http://dx.doi.org/10.1108/s1479-364420180000021013.

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Laslie, Brian D. "Air University." In Architect of Air Power. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169989.003.0009.

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As commander of the Air University, This was Kuter’s second assignment to Maxwell. Here, General Kuter set about improving officer education. He raised the Air Command and Staff School, formally ACTS, to a college level that instructed mid-grade officers in the application of air power. He also oversaw the Squadron Officer's Course for development of company-grade officers as well. Kuter developed the Air University along the models of actual colleges with a staff and faculty to handle all levels of professional military education in the U.S. Air Force. This proved to be somewhat of a golden age of education as Kuter helped bring back many of the senior leaders of World War II to speak to the student body.

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Clark, Evette Castillo, and Dai To. "The Essence of Asian Pacific Islander Women Leadership." In Handbook of Research on Leading Higher Education Transformation With Social Justice, Equity, and Inclusion, 230–45. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7152-1.ch016.

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While the topics of transforming higher education, social justice, leadership, and the various factors impacting leadership have been extensively studied and examined, little research exists regarding the experiences and leadership styles of Asian Pacific Islander (API) women as it relates to these topics. The authors aspire in this chapter to address this research gap by offering insights and perspectives as API women and senior-level student affairs professionals. Understanding that there is a correlation between ethnic identity and leadership style, the authors provide their experience and stories of how they have been shaped as leaders and how their leadership contributes to the transformation of higher education in today's contested times.

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Luo, Jiali. "Impact of International Students on Interactive Skills and College Outcomes of Domestic Students in U.S. Colleges." In International Business, 1231–53. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9814-7.ch058.

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This chapter reviews literature on the impact of international interaction on interactive skills and college outcomes of domestic students in U.S. colleges and presents key results from a comprehensive alumni survey of three graduating cohorts on the career achievements among undergraduate students who engaged in substantial interaction with international students during college. The findings indicate that collegiate international interaction was significantly correlated with U.S. students' postbaccalaureate international interaction, civic engagement, and artistic activities. The findings provide empirical evidence for claims of potential outcomes from collegiate international interaction and have implications for faculty, senior administrators, student affairs professionals, and policy makers as well as students seeking strategies for promoting beneficial international interaction, maximizing the gains in international diversity that institutions have achieved in recent years, and preparing students to function effectively in an increasingly globalized world.

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Rodgers, Joann Ellison. "Institutional Communications During Crisis." In A Field Guide for Science Writers. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195174991.003.0047.

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Shortly after I left daily newspapering in 1984 for a post in Johns Hopkins Medicine's public affairs office, I was called to a meeting of senior administrators at the Johns Hopkins Hospital. The assignment was to decide what to say publicly—or whether to say anything at all—about an outbreak of deadly meningitis in the newborn nursery, and the need to close it until state and hospital epidemiologists had tracked down and eradicated the source of the infection. The right things were already being done to protect the public and the workforce, to take responsibility for the problem, and to investigate and fix what might have gone wrong. The issue was communications. My still-fresh reporter's instincts led me to propose that Hopkins call a press conference to tell the bad news quickly, before it leaked and the press suspected a coverup. We would publicly advise prospective mothers-to-be that Hopkins would arrange for their deliveries at other institutions. Despite worries that press coverage would hurt our reputation, scare patients and visitors, and invite lawsuits, I got the benefit of the doubt and personally broke the news on camera that same day. Hopkins was rewarded with a newspaper editorial praising us for putting patient safety first, a bolstered reputation for credibility, and a sure bet for increased referrals and revenue. Not a bad outcome, although not a great one, either. I might have asked that a physician or nurse deliver the news, putting a bona fide expert's face on the story. (The press corps wasn't exactly thrilled with my “credentials.”) I could have made sure insiders got a “heads-up” advance notice before they saw my face on the 6 p.m. news. (They grumbled—appropriately—about having been blind-sided and ill-equipped to answer follow-up questions from patients, families, and journalists.) And I should have alerted public information officers (PIOs) in the state health department that they would surely get calls from the press as well and should be prepared to respond quickly. Still, 20 years later, the option of whether to communicate or not communicate during a crisis remains widely recognized as no option at all.

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Keller, Morton, and Phyllis Keller. "Governing." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0023.

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As soon as he became president, Bok set out to modernize Harvard’s central administration. His first move, recruiting a core of professional administrators, met with universal approval. In principle the administration simply provided services: financial, legal, health, information technology, food, real estate, personnel, development, government relations. But in practice this meant replacing Conant’s and Pusey’s low-keyed central “holding company” with a much more assertive, take-charge body of managers. As the number and agendas of the new bureaucrats grew, so did the tension between the faculty and the administration, between the more centralized direction of the University’s affairs and the venerable each-tub-on-its-own-bottom Harvard tradition. When Bok took office, the Harvard Corporation consisted of two recently elected academics, Charles Slichter of Illinois and John Morton Blum of Yale; two lawyers, Bostonian senior fellow Hooks Burr and Hugh Calkins of Cleveland; Socony-Mobil executive Albert Nickerson of New York; and Harvard’s treasurer, State Street banker George Bennett. By the time he left in 1991, all of them were gone, replaced by a heterogeneous mix ranging from Boston-New York businessmen (Gillette CEO Colman Mockler, Time publisher Andrew Heiskell, venture capitalist Robert G. Stone, Jr.) to Henry Rosovsky, the Corporation’s first Jewish fellow and its first Harvard faculty member since 1852, and Washington lawyer Judith Richards Hope, the first female fellow. Brahmin Boston had no representative on the Corporation that Bok bequeathed to his successor. During this time, too, three new treasurers came in quick succession: George Putnam, another State Street banker; Roderick MacDougall, a Bank of New England executive; and Ronald Daniel, a former partner in the conspicuously non-Old Boston consulting firm of McKinsey and Company. Across the board, old boys gave way to non-Brahmin newcomers. As both Harvard and its bureaucracy grew, the Corporation became more detached from the mundane realities of University governance. Streaming in from points south and west, the fellows met every two weeks on Monday mornings for a heavy schedule of reports, discussions, and meetings with the president and his chief administrative officers.

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Conference papers on the topic "Senior student affairs officers"

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Rolling, August J., Aaron R. Byerley, and Charles F. Wisniewski. "Integrating Systems Engineering Into the USAF Academy Capstone Gas Turbine Engine Course." In ASME 2011 Turbo Expo: Turbine Technical Conference and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/gt2011-46440.

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This paper is intended to serve as a template for incorporating technical management majors into a traditional engineering design course. In 2002, the Secretary of the Air Force encouraged the USAF Academy to initiate a new interdisciplinary academic major related to systems engineering. This direction was given in an effort to help meet the Air Force’s growing need for “systems” minded officers to manage the development and acquisition of its ever more complex weapons systems. The curriculum for the new systems engineering management (SEM) major is related to the “engineering of large, complex systems and the integration of the many subsystems that comprise the larger system” and differs in the level of technical content from the traditional engineering major. The program allows emphasis in specific cadet-selected engineering tracks with additional course work in human systems, operations research, and program management. Specifically, this paper documents how individual SEM majors have been integrated into aeronautical engineering design teams within a senior level capstone course to complete the preliminary design of a gas turbine engine. As the Aeronautical engineering (AE) cadets performed the detailed engine design, the SEM cadets were responsible for tracking performance, cost, schedule, and technical risk. Internal and external student assessments indicate that this integration has been successful at exposing both the AE majors and the SEM majors to the benefits of “systems thinking” by giving all the opportunity to employ SE tools in the context of a realistic aircraft engine design project.

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Reports on the topic "Senior student affairs officers"

1

Hunkins, Thad A. Regional Affairs Strategist: Deliberate Development for Senior Officers? Fort Belvoir, VA: Defense Technical Information Center, February 2009. http://dx.doi.org/10.21236/ada540217.

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