Dissertation
Student Affairs Support Staff: Empowered and Invisible
Doctor of Philosophy (PhD), Washington State University
01/2013
Handle:
https://hdl.handle.net/2376/111255
Abstract
The core job responsibilities of support staff working in higher education have evolved considerably since the inception of post-secondary institutions. As the responsibilities of support staff continue to shift, and in many cases, increase in response to institutional restructuring and transformations designed to meet the demands of internal and external stakeholders, leaders within institutions have a responsibility to understand how all members of the organization impact student learning and development. With colleges becoming leaner in response to financial cutbacks and restructuring, individuals in administrative support staff positions have increased visibility and autonomy due to an assumption of responsibilities previously undertaken by managerial staff. The purpose of this study is to examine the work and contributions of support staff whose jobs, while critical to keeping post-secondary institutions running, are often not associated with student learning and development or the creation and maintenance of holistic learning environments.
Kanter's (1977, 1979) Structural Theory of Power in Organizations provides an explanatory framework to examine how administrative support staff perceive their work and contributions to the educational mission of post-secondary institutions and a comprehensive learning environment. Despite a significant body of literature that documents and makes meaning of the experiences of those who work in the collegiate setting, there continue to be occupational positions within post-secondary institutions that remain relatively unexplored or invisible.
The changing roles of staff in administrative support positions within higher education coincides with a call for all institutions to create and sustain holistic learning environments, where everyone contributes to student learning and development (Keeling, 2004; Kuh, Kinzie, Schuh, & Whitt, 2005; McClellan, Stringer, & Associates, 2009). Relying on data from interviews, the intent of this study is to add to the body of knowledge on how institutions support employees, at all levels, to contribute to the mission of higher education and student learning and development.
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Details
- Title
- Student Affairs Support Staff: Empowered and Invisible
- Creators
- Samantha Jane Armstrong Ash
- Contributors
- Kelly A. Ward (Advisor)Christian K. Wuthrich (Committee Member)Xyanthe N. Neider (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Educational Leadership, Sport Studies, and Educational/Counseling Psychology, Department of
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Number of pages
- 166
- Identifiers
- 99900581647101842
- Language
- English
- Resource Type
- Dissertation