Professional Association Involvement of Student Affairs Professionals

Chernow, Erin; Cooper, Diane; Winston, Roger B.

doi:10.2202/0027-6014.1220

Cited by 7 publications

(10 citation statements)

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“…The age (28 to 66 years) and demographic makeup (56% male and 44% female) of those participating in the pilot were also similar to the student affairs participants in this study. The PDQ was designed to produce a raw count of the professional development outlets and activities without considering the "level" of involvement and commitment (Chernow et al, 2003). This was intentional in establishing whether or not relationships existed between the raw count of outlets and activities, and MIL scores for this investigation.…”

Section: Instrumentsmentioning

confidence: 99%

“…The instrument was created for this study to collect data on the number of professional development outlets and activities. Although the data and results provide insight into career-related professional development outlets and activities among student affairs professionals at one institution, additional research is recommended to identify other means of quantifying involvement, such as "level" of involvement (Chernow et al, 2003). Research could include weighting outlets and activities based on the positions, responsibilities, and time commitments of individuals.…”

Section: Ues and Goals; And Life Responsibilities Individuals' Agesmentioning

confidence: 99%

“…Just as Sanford (1962) addressed challenge and support in developing college students, student affairs administrators should be aware of challenge and support in their work demands and involvement in professional development. (Chernow, Cooper, & Winston, 2003;Kruger, 2000;Lovell & Kosten, 2000;Scott, 2000). Investigating if relationships exist between involvement in professional development and sources of stress and empowerment among student affairs administrators has not been investigated.…”

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confidence: 99%

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Preliminary Investigation of the Relationships Between Involvement in Student Affairs Professional Development and Margin in Life

Lagana¹

2007

NASPA Journal

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Involvement in student affairs professional development was investigated using McClusky's (1963) Power Load Margin (PLM) theory from the adult education field. The PLM theory is a framework for identifying sources of stress (load) and power in one's life; the amount of power available to handle stress is called margin in life (MIL). This study employed a correlational research design to investigate if relationships existed between involvement in professional development outlets and activities, and MIL scores for student affairs professionals. Sixty-five (60.7%) student affairs professionals from a Midwestern university participated in the study by completing a Professional Development Questionnaire (created by the researcher) and the MIL Scale, developed by Stevenson (1982) and based upon the PLM theory. Results of correlational analyses indicated a slight, but not significant (p = .05), negative relationship between MIL scores and the number of career-related professional development outlets. No correlation was found between MIL scores and career-related professional development activities. Results of this prelim-Brought to you by | HEC Bibliotheque Maryriam ET J.

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Section: Instrumentsmentioning

confidence: 99%

Section: Ues and Goals; And Life Responsibilities Individuals' Agesmentioning

confidence: 99%

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confidence: 99%

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Preliminary Investigation of the Relationships Between Involvement in Student Affairs Professional Development and Margin in Life

Lagana¹

2007

NASPA Journal

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“…The PDQ was designed to produce a raw count of the professional development outlets and activities without considering the "level" of involvement and commitment (Chernow et al, 2003). They also had experience in writing grant proposals, as well as writing articles for professional association journals.…”

Section: The Group Was Appropriate For Piloting the Pdq Because Educamentioning

confidence: 99%

“…Although the data and results provide insight into career-related professional development outlets and activities among student affairs professionals at one institution, additional research is recommended to identify other means of quantifying involvement, such as "level" of involvement (Chernow et al, 2003). The instrument was created for this study to collect data on the number of professional development outlets and activities.…”

Section: Finally Stevenson (1982) Included An Importance Component (mentioning

confidence: 99%

NASPA Journal Volume 44, Number 2

2007

NASPA Journal

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The past decade has brought about enormous change in postsecondary education. To start, state funding has dramatically diminished, prompting institutions to look to other sources of revenue, including corporate funding and increased revenues from tuition and fees. In large part, the need for increased resources has been driven by burgeoning enrollments that have strained the capacity of our colleges and universities. The demographic characteristics of the students coming to college also are markedly different. They are more diverse in terms of race, ethnicity, sexual orientation, age, socioeconomic status, and a whole array of other attributes.These and other trends have influenced the student affairs profession in overt and covert ways. There is little doubt that the nature of our work today is dramatically different than it was a mere decade ago. The students we work with have changed; the infusion of technology into the academy has altered the ways in which we interact with those students, the way students interact with one another, and the ways in which we deliver programs and services. Indeed, the composition of student affairs practitioners has changed as we have attracted more members of underrepresented groups to our ranks that bring new perspectives to the profession.It is not surprising, then, that the editorial board of the NASPA Journal in the spring of 2006 decided to produce a special issue focusing on professional issues. Most student affairs administrators devote what time they can spend reading professional literature to studying issues and trends related to students. This leaves little time to examine what is happening in the profession, writ large. In this issue, we hope to focus the spotlight on our field and the professionals who occupy it. We sincerely believe that understanding the current state of the profession will inform how we act as professionals, which, in turn, will inform how we interact with students.To that end, we have organized this special issue to move from broad to narrow. We start with an article by Joan Hirt on the shifts that have occurred in the higher education enterprise over the past quarter century. These changes have altered the context in which student affairs professionals operate, and Hirt elucidates those by offering examples of how to think about the Principles of Good Practice (ACPA, 1997) in new ways. Given this context, Stan Carpenter and Matthew Stimpson review the literature on professionalism and professional practice in student affairs. They acknowledge the notion of professionalism that undergirds all aspects of practice and offer recommendations for individuals and organizations with respect to personnel and staffing matters. Steven Janosik targets issues of professional behaviors and ethics.Noting that most of the literature has relied on case studies, he reports on a study that elicited data from professionals across the country. The findings reveal the common concerns among professionals and differences in those concerns based on gender, years of ex...

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Young Professional Survey Results: Member and Nonmember Perspectives on Decisions to Join the American Fisheries Society

2018

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Professional Association Involvement of Student Affairs Professionals

Abstract: This study explored the level of involvement in associations by professionals in the state of Georgia at different stages of their student affairs careers. Involvement in associations decreased as the level of the professionals position increased.

Cited by 7 publications

References 0 publications

Preliminary Investigation of the Relationships Between Involvement in Student Affairs Professional Development and Margin in Life

Preliminary Investigation of the Relationships Between Involvement in Student Affairs Professional Development and Margin in Life

NASPA Journal Volume 44, Number 2

Young Professional Survey Results: Member and Nonmember Perspectives on Decisions to Join the American Fisheries Society

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Professional Association Involvement of Student Affairs Professionals

Abstract: This study explored the level of involvement in associations by professionals in the state of Georgia at different stages of their student affairs careers. Involvement in associations decreased as the level of the professionals position increased.

Cited by 7 publications

References 0 publications

Preliminary Investigation of the Relationships Between Involvement in Student Affairs Professional Development and Margin in Life

Preliminary Investigation of the Relationships Between Involvement in Student Affairs Professional Development and Margin in Life

NASPA Journal Volume 44, Number 2

Young Professional Survey Results: Member and Nonmember Perspectives on Decisions to Join the American Fisheries Society

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Abstract: This study explored the level of involvement in associations by professionals in the state of Georgia at different stages of their student affairs careers. Involvement in associations decreased as the level of the professionals position increased.