Dissertations and Theses @ UNI

Availability

Dissertation (UNI Access Only)

Keywords

Student housing; Universities and colleges--Officials and employees--Training of; Housing management--Study and teaching (Higher);

Abstract

The purpose of this study was to identify the perspectives of mid-level managers related to 49 identified competencies outlined for entry-level campus housing professionals. Much research has been conducted to identify and label the competencies for entry-level professionals within the broader field of student affairs, however, little research has been done to identify the relevance of such competencies for campus housing professionals from the perspective of the mid-manager.

The exploration in this study was to identify the competencies required for entry-level campus housing professionals by researching the perspectives of those professionals that currently supervise entry-level professionals and who were most recently in an entry-level position before moving to a mid-manager level position. The instrument utilized an established set of competencies rooted in previous research to inquire about the significance of each competency. Descriptive statistics, frequencies,and cross-tabulations were used in the analysis of the ranking of competencies. In order to better understand the quantitative ranking, participants explained their rationale for their rankings which provided a contextual perspective to the processes followed to rank order the competencies. Through coding themes of responses, the approach mid-managers used to evaluate competencies was identified and provided insight into the overall development of entry-level competencies. Additionally a cross tabulation analysis was performed with the demographic data to compare competency rankings with demographic data.

The study provides an identified list of competencies which entry-level campus housing professional and mid-manager supervisors can build a foundation for training and development programs, elevate and better define expectations, and foster refined human resource processes.

Year of Submission

2021

Degree Name

Doctor of Education

Department

Department of Educational Psychology, Foundations, and Leadership Studies

First Advisor

David Schmid, Co-Chair

Second Advisor

Timothy Gilson, Co-Chair

Date Original

2021

Object Description

1 PDF file (vii, 104 pages)

Language

en

File Format

application/pdf

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