This study investigated the methods of professional development used for institutional mission education, the role of the senior student affairs officer in delivering professional development, and the frequency of mission education that entry-level staff receives within the Division of Student Affairs at Catholic colleges and universities. The targeted population for the study encompassed senior student affairs officers (SSAOs) working in student affairs at Catholic colleges and universities within the United States.
The study found that prior knowledge and understanding of institutional mission is important for new entry-level student affairs practitioners to join the Catholic college or university student affairs community. The study also categorized common strategies of education for institutional mission into two subgroups: formal and collaborative. Finally, the research study found that there were no institutional characteristics that were significantly linked to institutional mission education training for new student affairs staff. However research results showed a slight difference in that institutions with Offices of Mission offered mission training with greater frequency than institutions without an Office of Mission.
|Commitee:||Fenster, Mark, Fitzgerald, Mary, Sawyer, Rebecca A.|
|School:||Notre Dame of Maryland University|
|Department:||Department of Education|
|School Location:||United States -- Maryland|
|Source:||DAI-A 77/04(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Educational leadership, School administration|
|Keywords:||Catholic colleges and universities, Catholic institutional mission, Office of Mission, Professional development, Student affairs, Student affairs officers|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be