Did You Take Care of Everybody? Insights on Crisis Management From Senior Student Affairs Professionals

This constructivist narrative study explored the experiences of five senior student affairs administrators who responded to an organizational crisis impacting their universities. Crisis management is a critical competency for higher education leaders (Peters, 2014) and involves the prevention, mitigation, and planning prior to a crisis; response and recovery during the crisis; and learning and changing following a crisis (Zdziarski, 2006). This study was guided by the research question: how do campus leaders at an institution of higher education (IHE) make meaning of a campus crisis event? Five participants, all of whom are senior student affairs professionals with extensive crisis management experience, shared their stories of responding to the death of a student or staff member on campus. Death is often unexpected and particularly challenging on college campuses, since college is often considered to be a safe environment characterized by tight-knit social communities (Cintrón, 2007). Using crystallization as an overarching framework for understanding, this researcher used narrative interviewing and reflective drawing to facilitate participants’ sharing of their crisis stories. Two distinct scholarly contributions emerged from this study, each employing divergent analytical approaches that were then represented as research manuscripts. The first manuscript, which used organizational frames as a theoretical framework to analyze participants’ stories, drew upon the narrative interview data to elicit the following themes: student affairs’ leaders’ interactions with families, impacts on student affairs leaders’ families, tensions between structure and intuition, adaptability as necessity, and applying lessons learned to organizational change. The second piece, in which the author created transcription poetry as an analytical strategy, situated poems derived from transcript data adjacent to narrative passages and the participants’ reflective drawings to create a tapestry of meaning. Following the presentation of this tapestry, the author reflected upon the methodological challenges that emerged during the research process, including how narrative interviewing opened the way for deep sharing of stories, the use of poemishness and dilemmas of poetic (re)presentation, dilemmas in generating participant-driven reflective images, and the author’s own process of meaning-making while wrestling with the topic of death. The findings in both articles make significant contributions to both the scholarly literature on crisis management in student affairs and higher education as well as the methodological literature on arts-based research, namely the use of transcription poetry and reflective drawing. Since crisis management is an essential competency for student affairs leaders, implications for student affairs graduate preparation and professional practice are discussed

Why? And other Thirty-Five-Year Questions

In this book, van Creveld notes that, despite their overwhelming superiority in virtually every facet of military power, Western militaries since 1953 deployed abroad to fight non-Westerners almost always have been defeated and forced to withdraw. He poses the question, “How did the world’s best and most ferocious soldiers, who for centuries fought and defeated anybody and everybody until they dominated the entire world, turn into pussycats?

An Essay About Privacy

Jessye Norman was an American opera singer. She died on October 1, 2019. On October 2, 2019, my wife got a grim diagnosis that put me in a stupor and reminded me, now more than ever, that my generation (that did so much good in the world) stands in line waiting for the Grim Reaper’s call. In a seventy-years (that have gone by too fast) I have watched my peers run from the realms of privacy, spaces where people implemented life plans uninterrupted by neighbours that were discernible, palpable, and real to everybody, to a realm where there is none. Why? This paper takes a stab at answering that question and, in so doing, reclaiming bits of what we have lost with workable ideas, a Michigan statute, the Restatement of Torts, stories, and case law. The undertaking collects things with catch phrases and, with a trove in hand, assembles and weaves together a narrative that will help us. There are guides for the reader to follow to help him through the essay: new beginning, ploughing the ground, tree stumps and stone obstacles, furrowed fields, and so on. It ends with a deep conviction that “we’ve relinquished too much of ourselves to claim anything as private.” Everybody knows something about everybody. Who you are and what you are and where you have been are in the hands of others

Woolsack 1976 volume 16 number 2

Table of Contents: Clinic Program Stats Seventh Year Financial Aid: Go Tell Aunt Rosie the Golden Goose is Dead by Kathryn Raffee Lawyer and Law Student Relief Act of 1976 From the Editor First Award by J. Bernard Mouse Why Did They Say That? Everybody Get Together by Chris Bologna September Calendar Is It Ethical? How Do You Know? By Steve Laudig Wise Words of Wang Wayne – State “Woody” Comes West by Jacki Garnerhttps://digital.sandiego.edu/woolsack/1070/thumbnail.jp

BOOK REVIEW: OBSlERVlING RACISM '1I'HROUGH WIDTENESS AND ITS ENTITLlEMENTS

If only prejudices, stereotypes, and discrimination were totally diminished from this world, needless to say that peace is something that we could always breathe in and out easily, effortlessly. If only everyone did not focus on differences, everybody would have always lived in harmony for such a long time ago and in the future to come. Putting aside all differences and paying more attention the commonality and similarity that tightens the values of humanity is what we need. We often hear and imagine this will come true. Yet, the world is filled with discrimination in almost every aspect in human life

Common Cause: An Oral History of the World War II Home Front

In excerpts drawn from Musselman Library\u27s Oral History Archive, the World War II years are recalled by dozens of the men and women—adults, teenagers, children—who endured them on the home front. The home front experience was by turns exhilarating, fearsome, depressing, and banal. Some civilians had it relatively easy, while others had it hard. Righteous confidence was offset by looming uncertainty, patriotism was often buttressed by bigotry, and the joys of victory and reunion were shadowed by irreplaceable losses. In this volume, the speech of ordinary citizens in extraordinary times is augmented by abundant illustration, much of it in color—photographs, posters, artifacts, and other evocations of a past that still fascinates us. Through word and image, in tones of humor, warmth, anger, and sadness, Common Cause brings back the unique features of American life at that time, and the daily reality of being a nation at war.https://cupola.gettysburg.edu/books/1149/thumbnail.jp

Can we really get a ‘better’ deal?

Publication of the 585-page Brexit-deal document was immediately followed by swift criticism of Mrs May’s negotiating ‘outcome’ and a series of cabinet resignations. When academics examine a PhD student, they are sent a thesis with 200+ pages and are then asked to examine the candidate no less than a week later. How on earth everybody read the Brexit document in a few hours to…start firing remains a mystery to us. A snap YouGov poll suggested that 42 per cent oppose Mrs May’s deal. Notice, however, that a massive 39 per cent answered that they did not know whether to back or oppose the deal