Student Learning as a Framework for Student Affairs: Rhetoric or Reality?

Abstract

❖ This manuscript describes a qualitative inquiry that explores the perspectives of 16 senior student affairs officers (SSAOs). The predominance of student learning as an overarching framework for understanding their work is described-included are examples of the kinds of tasks that SSAOs feel support student learning. Further, the implications regarding the emergence of this framework are examined in the context of the literature. The findings suggest that the work of student affairs remains largely unchanged on many of these campuses, except for an increased emphasis on student learning. According to the SSAOs in this study, collaboration with faculty continues to pose a significant challenge. Some SSAOs noted practical, even political reasons to emphasize student learning. However, it is argued that the shift to student learning is more than rhetorical. Even if innovative student learning practices have not yet proliferated, the findings suggest that the work of creating a more integrated approach to student learning is in its early stages.Brought to you by | Nanyang Technological University Authenticated Download Date | 6/11/15 11:44 PM

Supervision, leadership, and management: Distinct, yet complementary

“…Although there are competing-demands placed on senior student affairs officers (Beeny et al, 2005), new professionals (Kinser, 1993), and graduate students (Grube et al, 2005;Sallee, 2015), the supervisory relationship should be prioritized. Additional scholarship has focused on the shifting nature of student affairs work and competing work demands for student affairs professionals in higher education (Hartley, 2001;Holzweiss & Parrott, 2017;Kuk, 2009;Sandeen, 2011). Adapting to change and competing demands have been and will continue to be issues in student affairs (Brown et al, 2020).…”