Examination of Student Affairs Culture in Relation to Student Engagement and Success: An Explanatory Sequential Case Study

Abstract

Higher education models have continued to shift, with the primary focus of Student Affairs moving from the extra-curricular to the co-curricular, yet little data is available to assess the impact of this co-curricular focus on student engagement and success. It is vital for both faculty and student affairs staff to provide students with educationally purposeful activities, both in and out of the classroom. It is imperative for a deeper collaboration between Student Affairs and Academic Affairs in order to provide students with a holistic learning experience, which will prepare them for the "real-world", post-graduation. It is important for Student Affairs to implement a culture of assessment to ensure positive outcomes, in the programs and services that they are providing to students, to secure its position within the co-curricular. Limited research is available examining various cultures of assessment in Student Affairs on college campuses. Through a conceptual framework, this dissertation examined the existing literature, encompassing four streams of theory, research and practice: (a) framework of student affairs; (b) assessment and evaluation; (c) student affairs and academic affairs; and (d) student affairs and leadership. This research assessed how student affairs professionals recognize their own proficiency, knowledge, and skills to identify the strategies, skills, and leadership techniques, they used in their practice. This was an explanatory sequential, case study, which surveyed Student Affairs professionals from one large urban private institution. Key findings of this study examined how assessment is being used in Student Affairs, its impact toward enhancing student engagement and success, as well as clarifying experiences with Student Affairs staff surrounding assessment and leadership styles. Implications and recommendations for future creativity research are discussed.Ed.D., Educational Leadership and Management -- Drexel University, 201