The Role Of The Campus Professional As A Moral Mentor

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Standing At The Intersection: Reconsidering The Balance In Administration

Student life administrators everywhere recognize the scenario: sitting in conference with a student, expounding institutional policies, explaining a particular action because policy “requires” it. They can also recall pursuing action against a student who, while clearly violating the letter of a policy, seems more a confused adolescent than an intentional offender. Student development professionals “theoretically” deal with these issues by addressing the needs of students in the context of a developmentally appropriate educational environment. In that small, remote region that administrators identify as their “gut,” they also know that tomorrow morning their attempts at development may be featured in the local paper’s headline story about unregulated behavior on college campuses. They face media attention, government regulations, professional organization ethical standards, local policy, and their own, sometimes conflicting, values. They are constantly challenged by the questions What should we do?What will we do? How will we decide

Developing assessment procedures and assessing two models of escalation behavior among community college administrators

Escalation behavior occurs when individual decision-makersrepeatedly investtime, money, and other resources into a failing project. Aconceptual model of escalationbehavior based on project, organizational, social and psychological forces was developed,and a 75item measurement instrument was constructedto assess the various dimensions. Themodel was tested using data collected from a random sample of North Carolina CommunityCollegeadministrators. A LISREL measurement model analysis provided support for thefour escalation forces. Two structural modelswere tested, leading to support for amediational model for escalation behavior. The most important contributor to Escalation wasthe Psychological force