Experiences and Strategies of Student Affairs Professionals in the Implementation and Coordination of Leadership Courses for Credit Within Academic Units

Persistent Link:
http://hdl.handle.net/10150/194691
Title:
Experiences and Strategies of Student Affairs Professionals in the Implementation and Coordination of Leadership Courses for Credit Within Academic Units
Author:
Seemiller, Corey
Issue Date:
2006
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Leadership courses are emerging across higher education institutions taking various shapes and forms. Some are coordinated and run by faculty sometimes leading to a minor, major, or certificate. Others are coordinated by student affairs professionals. The focus of this study is to understand the experiences that student affairs professionals have in implementing and coordinating leadership courses in academic units. Because on many campuses leadership courses are being implemented by student affairs professionals, there are distinctive intricacies involved. Plagued by the complexity of the inter-profession relationship between student affairs and faculty, implementing and coordinating courses is not a simple matter. In addition to learning about student affairs professionals' experiences, this study also shares strategies that these professionals use in trying to implement and coordinate leadership courses in academic units. Drawing from literature on the professions as well as leadership development helps shed light on the complex dynamics underlying the course implementation and coordination process. Implications for both research and practice are included.
Type:
text; Electronic Dissertation
Keywords:
student affairs; leadership courses; college instruction; social closure; relational leadership; higher education professions
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Higher Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Rhoades, Gary
Committee Chair:
Rhoades, Gary

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleExperiences and Strategies of Student Affairs Professionals in the Implementation and Coordination of Leadership Courses for Credit Within Academic Unitsen_US
dc.creatorSeemiller, Coreyen_US
dc.contributor.authorSeemiller, Coreyen_US
dc.date.issued2006en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractLeadership courses are emerging across higher education institutions taking various shapes and forms. Some are coordinated and run by faculty sometimes leading to a minor, major, or certificate. Others are coordinated by student affairs professionals. The focus of this study is to understand the experiences that student affairs professionals have in implementing and coordinating leadership courses in academic units. Because on many campuses leadership courses are being implemented by student affairs professionals, there are distinctive intricacies involved. Plagued by the complexity of the inter-profession relationship between student affairs and faculty, implementing and coordinating courses is not a simple matter. In addition to learning about student affairs professionals' experiences, this study also shares strategies that these professionals use in trying to implement and coordinate leadership courses in academic units. Drawing from literature on the professions as well as leadership development helps shed light on the complex dynamics underlying the course implementation and coordination process. Implications for both research and practice are included.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectstudent affairsen_US
dc.subjectleadership coursesen_US
dc.subjectcollege instructionen_US
dc.subjectsocial closureen_US
dc.subjectrelational leadershipen_US
dc.subjecthigher education professionsen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineHigher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorRhoades, Garyen_US
dc.contributor.chairRhoades, Garyen_US
dc.contributor.committeememberLee, Jennyen_US
dc.contributor.committeememberBosworth, Krisen_US
dc.identifier.proquest1465en_US
dc.identifier.oclc137356896en_US
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