Charting the territory: The small college dean

Westfall, Sarah B.

doi:10.1002/ss.221

Cited by 6 publications

(7 citation statements)

References 2 publications

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“…There is little information about the experience of LGBTQ student affairs professionals in general, or more specifically, those working at SCUs. SCUs are liberally defined as institutions with total enrollments of 5,000 students or less (Westfall, 2006). Student affairs work at SCUs is often highly relational (Westfall, 2006) and collegial (Birnbaum, 1988), with professionals having “more than one hat to wear” (Heida, 2006, p. 22).…”

Section: Lgbtq Student Affairs Professionalsmentioning

confidence: 99%

“…SCUs are liberally defined as institutions with total enrollments of 5,000 students or less (Westfall, 2006). Student affairs work at SCUs is often highly relational (Westfall, 2006) and collegial (Birnbaum, 1988), with professionals having “more than one hat to wear” (Heida, 2006, p. 22). The culture of SCUs tends to be highly personal, service oriented, and student centered (Hirt, 2006).…”

Section: Lgbtq Student Affairs Professionalsmentioning

confidence: 99%

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Other duties not assigned: Experiences of lesbian and gay student affairs professionals at small colleges and universities.

Kortegast

Toorn

2018

Journal of Diversity in Higher Education

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This study examined how lesbian and gay student affairs professionals negotiate their sexual identity within the institutional culture and professional responsibilities at small colleges and universities (SCUs). Nineteen individuals participated in semistructured interviews. Using the concept of theoretical bricolage (Kincheloe, 2005;Kincheloe, McLaren, & Steinberg, 2011), this study paired interpretivism and critical theory to explore how power mediated disclosure of sexual identity, enactment of identity, and assumed roles and responsibilities for participants. In general, participants' disclosure and enactment of sexual identity was carefully constructed. The participants discussed assuming many informal responsibilities regarding the support, education, and advocacy of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students and organizations. These other duties were not part of formal job descriptions but rather assumed out personal interest, commitment to LGBTQ issues, and in response to a vacuum of support for LGBTQ students and issues. Recommendations to create more inclusive work and campus environments are provided.

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Section: Lgbtq Student Affairs Professionalsmentioning

confidence: 99%

Section: Lgbtq Student Affairs Professionalsmentioning

confidence: 99%

Other duties not assigned: Experiences of lesbian and gay student affairs professionals at small colleges and universities.

Kortegast

Toorn

2018

Journal of Diversity in Higher Education

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“…Small colleges continue to have a role in the overall setting of institutions of higher education in the United States (Bonvillian & Murphy, 2014;Riddle et al, 2005;Westfall, 2006;Zdziarski, 2010) as they constitute more than 70% of all colleges and universities in the United States and a quarter of all undergraduates attend small colleges (Westfall, 2006). However, these small -often private, liberal arts -colleges have faced many challenges with their enrollments.…”

Section: Research Settingmentioning

confidence: 99%

What It Means to “Win” in Small College Athletics: Strategic Contingency Theory and Alternative Success

Zvosec

Bass

2022

JIS

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The purpose of this study was to gain a deep understanding of how athletics success is defined and operationalized for small colleges in Division III athletics. Strategic Contingency Theory was utilized as a framework to examine and better understand how the small college athletics department operates “successfully.” The underlying premise of Strategic Contingency Theory is that an organization must adapt in order to survive. In-depth interviews were conducted with NCAA Division III Athletics Directors, campus administrators (e.g., President, Provost, Vice President for Enrollment Management), and Faculty Athletics Representatives to better understand how university and athletics administrators define athletics program success at small colleges. In all, 33 interviews were conducted across seven states at 11 different Division III institutions where student-athletes comprise 20% or more of the student body.

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“…However, for the purpose of this study, women serving as athletics directors at small, private institutions within Division III were selected to participate. Small colleges are often defined as having enrollments of fewer than 5,000 students (Westfall, 2006).…”

Section: Recruitment Of Participantsmentioning

confidence: 99%

How did they get here, and why do they stay? A phenomenological study of female athletics directors at selected NCAA Division III member institutions

Parrott

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This qualitative study focused on the educational, professional, and personal experiences of seven women who currently serve as NCAA Division III athletics directors. While previous literature has examined the experiences of women in Divisions I and II, very little has focused specifically on those in Division III, even though more women serve as athletics directors in this division (Acosta & Carpenter, 2010). Using phenomenology as the methodological roadmap, participants were purposefully selected from Midwestern, small, coeducational, traditional residential colleges, where the quintessential Division III experience exists. Participating athletics directors took part in a series of three semistructured interviews, which served as the primary data source. Data were analyzed and coded, and then themes were organized into three areas: (1) experiences leading up to the attainment of athletics director positions; (2) experiences related to their current positions; and (3) the convergence of their personal and professional lives. While the participants typically served as administrators prior to becoming athletics directors, their coaching experiences have been especially vital to their current positions. Their positions require frequent and diverse interactions with others, including those within their athletics departments, various constituencies on campus, and outside their institutions. Unlike previous literature, this study revealed participating Division III female athletics directors have experienced very few gender-related challenges in their careers. The participants care deeply about college athletics, are energized by interactions with studentathletes and coaches, and value the Division III philosophy. Despite the extended and irregular hours their positions require, they try to maintain work/life balance; however, some

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Charting the territory: The small college dean

Abstract: This chapter defines the small college setting and addresses the historical and current importance of understanding the work of the small college dean.

Cited by 6 publications

References 2 publications

Other duties not assigned: Experiences of lesbian and gay student affairs professionals at small colleges and universities.

Other duties not assigned: Experiences of lesbian and gay student affairs professionals at small colleges and universities.

What It Means to “Win” in Small College Athletics: Strategic Contingency Theory and Alternative Success

How did they get here, and why do they stay? A phenomenological study of female athletics directors at selected NCAA Division III member institutions

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