Pedagogical Approach to Developing the Hiring Practices of Higher Education Administrators

Tolman, Steven; Calhoun, Daniel W.

doi:10.20429/gcpa.2019.350105

Cited by 2 publications

(3 citation statements)

References 16 publications

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“…When compared to the larger programs (both 36-39 credit hours and 40+ credit hours) averaged more than four of the suggested six areas. Consistent with the previous research of Tolman and Calhoun (2019), the findings from this study suggest that programs with fewer than 36 credit hours arguably feel the greatest strain in aligning their curriculum with the CAS Standards due to the limited number of courses they offer.…”

Section: 0%supporting

confidence: 88%

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Striving to Align with the CAS Standards: Graduate Preparatory Programs in Higher Education & Student Affairs

Calhoun

Tolman

King

2020

JSPTE

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Aim/Purpose: This study examined Higher Education/Student Affairs (HE/SA) programs’ curriculum alignment with the CAS Standards. Background: HE/SA programs have a limited number of credit hours (27-65) and must structure their curriculum within the confines. The CAS Standards guides HE/SA programs and recommends this curriculum include a focus on six content areas. Methodology: A quantitative study that examined the curriculum of the HE/SA programs in the United States (n = 230) and their offering of exclusive courses aligning with the six content areas recommended by the CAS Standards. Contribution: This study is the first to broadly examine the curriculum of the collective HE/SA programs in the United States. It can serve as a catalyst to encourage further research and scholarly discussion around the curriculum of HE/SA programs and the professional preparation of higher education administrators. Findings: Key findings included that of the six content areas, History and Counseling were the areas least likely to be offered in HE/SA programs (48% and 41%, respectively) compared to 82% and above for the other four areas. Evidence suggests that program offerings of 36-39 credit hours may be the “sweet spot” in balancing credit hours with their ability to meet CAS Standards. Recommendations for Practitioners: There is a need for HE/SA faculty and practitioners to communicate where HE/SA programs fell short meeting the CAS Standards so that practitioners can continue in the professional development of these young practitioners. This “handoff” between faculty and practitioners will further strengthen the field of student affairs. Recommendation for Researchers: The findings of this study illuminate the important future research question as to whether there is a difference in the academic preparedness (perceived and/or actual) of graduates who attend programs that are more closely aligned with the CAS Standards? Impact on Society: Recognizing the importance that student affairs professionals have on student development (in-and-out of the classroom), this study challenges educators and practitioners to ensure they are adequately developing the next generation of college administrative leaders. Future Research: Examination of the curriculum alignment in the future once the CAS Standards for Graduate Preparatory Programs are revised

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confidence: 88%

“…This suggestion is difficult to entertain in a time where students are encouraged to complete their coursework and enter the workforce as quickly as possible. To this end, Tolman and Calhoun (2019) previously asserted that:…”

Section: Cas Standardsmentioning

confidence: 99%

Striving to Align with the CAS Standards: Graduate Preparatory Programs in Higher Education & Student Affairs

Calhoun

Tolman

King

2020

JSPTE

Self Cite

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“…As crucial actors in higher education management and administration, leaders come with varied skills and skill levels and from diverse professional and educational backgrounds (Tolman & Calhoun, 2019). Certainly, leadership styles and competencies differ, but all university leaders work in a harsh, rapidly changing and demanding educational environment.…”

Section: Literature Reviewmentioning

confidence: 99%

Higher Education’s Leadership Soft Skills Reflected in Covid-19 Responses

الحليبي¹

2021

مجلة البحث العلمى فى التربیة

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The 2020 coronavirus pandemic and its negative consequences have become the world's most unpredictable health crisis, thereby causing the global higher education community significant challenges. Because leaders of higher education institutions have responded to the Covid-19 crisis in various ways, this study's purpose was to gather information on methods and strategies of institutional leadership and management. The study uses desk and meta-analysis, researching specifically through a review of previous research and then deriving conclusions and recommendations. The two research questions are (1) how are universities responding to the pandemic? and (2) How has the pandemic impacted university leadership? Through skilled leadership, instructors and students have mostly shifted to online distance learning. Conclusions focus on the fact that higher education leaders should prioritize safeguarding of learners' rights and promote economic growth, sustainable development, and long-lasting peace. Therefore, leading decision-makers should heed the several recommendations in regard to guaranteeing the safety of all, ensure inclusive reopening, involve all stakeholders, remove connectivity limitations, and upholding the teaching profession and teachers' preparedness and management styles.

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Pedagogical Approach to Developing the Hiring Practices of Higher Education Administrators

Cited by 2 publications

References 16 publications

Striving to Align with the CAS Standards: Graduate Preparatory Programs in Higher Education & Student Affairs

Striving to Align with the CAS Standards: Graduate Preparatory Programs in Higher Education & Student Affairs

Higher Education’s Leadership Soft Skills Reflected in Covid-19 Responses

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