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Forty-three administrators participated in five focus groups. Findings show administrators spend most time with students, then with other student affairs administrators, and with support staff. Intrinsic rewards such as meaningful work are rated more favorably than extrinsic rewards like salary and benefits, within a higher-education context of increasing complexity and graduate preparation 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research question does the study address?","Question",{"text":112,"@type":113},"The study examines the nature of relationships and rewards for student affairs professionals at liberal arts institutions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the participants selected and how many took part?",{"text":117,"@type":113},"Forty-three student affairs administrators from liberal arts colleges participated in five focus groups.",{"name":119,"@type":110,"acceptedAnswer":120},"Which rewards did administrators value more, and what did the study find about their time allocation?",{"text":121,"@type":113},"Administrators rated intrinsic rewards such as meaningful work higher than extrinsic rewards like salary and benefits, and they spent most of their time with students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599570,1792165205,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","# The Nature of Relationships and Rewards for StudentAffairs Professionals at Liberal Arts Institutions\n\nJoan B.Hirt,Steven R.Schneiter,and Catherine T.Amelink,  \nThis study examined the nature of relationships and rewards for student affairsadministrators at liberal arts colleges (LACs).Forty-three student afairs administratorsfrom LACs participated in five focus groups.Results indicate that administrators tend tospend most of their time with students,followed by other student affairs administrators,andsupport staf.Student affairs professionals at LACs rate intrinsic rewards such as meaningfulwork more favorably than extrinsic rewards such as salary and benefits.  \nIn higher education today,the field of student affairs represents an increasinglycomplex set of programs and services such as admissions,financial aid,studenthousing,student activities,and academic support services(Austin,2002).With thisgrowing complexity,administrators need a broad range of skills,experiences,andknowledge to succeed professionally.Ascending to higher levels of authorityrequires a combination of opportunities,skills,good fortune,and hard work(Blimling,2002).  \nMany student affairs graduate programs,however,fall short in terms of equippingnew professionals with the kinds of skills and knowledge they need to succeed.This programmatic oversight may be due to the myth that organizational andadministrative skills are best learned on the job(Woodard,Love &Komives.2000).Research suggests that graduate programs across the board fail to prepareemerging professionals for their respective positions in higher education (Austin,2002;Gaff 2002).  \nThis situation is further complicated by the diversity of institutions within theAmerican higher education system.The Carnegie Foundation for theAdvancement of Teaching has defined 18 unique types of institutions within thesystem.Most student affairs graduate programs are housed at either researchuniversities or comprehensive institutions(Hirt,2003).As a result,graduatestudents have limited exposure to professional ife at other institutional types(Austin,2002;Richmond,1986).  \nConsider,for example,how student affairs work at a liberal arts college is differentthan work at a community college or a doctorate-granting institution.Thetransition from a graduate program at a research university or comprehensiveinstitution into a position at a small liberal arts college can be particularlychallenging because of the shift in the nature of work at these dramaticallydifferent types schools (Richmond,1986).  \nProfessional Life  \nAccording to the Carnegie Foundation,Baccalaureate Colleges -Liberal Artsinstitutions are defined as “primarily undergraduate colleges with major emphasison baccalaureate programs.During the period studied,they awarded at least half oftheir baccalaureate degrees in liberal arts fields”(Carnegie Foundation,2005,6).By definition,traditional liberal arts degrees are conferred in areas such asliterature/letters;foreign languages;mathematics;philosophy;physical sciences;social sciences;and history(Carnegie Foundation,2004).Pfinister(1984)furtherdefines LACs as institutions that adhere“to the traditional liberal arts curriculum,providing individuals with a basic grounding in the meaning of one's culture andthe skills in analysis and presentation that are necessary for successful pursuit ofprofessional and advanced study”(p.48).  \nThere has been ample research conducted on aspects of LACs,including shiftingcurricula,the role of faculty,and academic administrators.In recent years,researchhas revealed a shift in liberal arts curricula from more traditional offerings toprofessional curricula(Cejda&Duemer,2001;Delucchi,1997;Lang,1999).Thesestudies have revealed discrepancies between the Carnegie Liberal Arts classificationand the curricular offerings of LACs as described in their literature.Curricula arebeing driven by increasing social,corporate,and fiscal demands that prompt LACsto offer more professional programs","cbCaieTyoLjcAtWr","https://ap.wps.com/l/cbCaieTyoLjcAtWr","pdf",771647,14,"English","# Background and research purpose\n## Focus group participants and key findings\n# Context: complexity of student affairs work\n## Skills and opportunities for advancement\n# Graduate preparation challenges\n## Myths about on-the-job learning\n# Institutional diversity in higher education\n## Exposure to different institution types\n# Professional life in liberal arts colleges\n## Definitions and curricular shifts\n# Faculty work and teaching quality\n# Transitions and administrator roles\n## Differences by gender, age, and experience\n# Student affairs administrators literature\n## Role of chief student affairs officers (CSAOs)","[{\"question\":\"What research question does the study address?\",\"answer\":\"The study examines the nature of relationships and rewards for student affairs professionals at liberal arts institutions.\"},{\"question\":\"How were the participants selected and how many took part?\",\"answer\":\"Forty-three student affairs administrators from liberal arts colleges participated in five focus groups.\"},{\"question\":\"Which rewards did administrators value more, and what did the study find about their time allocation?\",\"answer\":\"Administrators rated intrinsic rewards such as meaningful work higher than extrinsic rewards like salary and benefits, and they spent most of their time with students.\"}]","The Nature of Relationships and Rewards for StudentAffairs Professionals at Liberal Arts Institutions - research study summary | PDF",1792089030,35]