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Housing and residence life professionals help students through crises and traumatic events, which may affect their own well-being. Members of higher education student affairs professional organizations, including ACUHO-I, were surveyed to investigate the following relationships: (1) work factors (i.e., job demands, job resources, exposure to trauma) and their influence on burnout and (2) individual factors (i.e., gender, race, number of supervisees, and years in the profession) and their influence on burnout. Using correlation and regression analyses, results indicated that as job demands increase, so does burnout; job resources, however, may mitigate those effects. Fewer years in the profession and serving in a supervising capacity positively influenced burnout scores. There were no significant differences by gender or race/ethnicity. Finally, although exposure to trauma significantly contributed to higher burnout scores, the meaningfulness of that significance may be small. Implications and recommendations for practice and research are provided. [The discussion questions at the close of this article were developed by Dena Kniess.]

We surveyed 441 senior student affairs officers to measure their perceptions of behaviors, attitudes, skills, and knowledge (BASK) important to their effectiveness. Most important was integrity. Women and People of Color scored higher on BASK factors than other SSAOs. Practice implications include discussing BASK in NASPA associate/assistant vice president initiatives, reexamining curricula for NASPA and ACPA aspiring SSAO institutes, being more inclusive with demographic questions, and developing ways to further integrity in professional practice.

The purpose of this study was to determine if there is evidence of a normative structure for primary role advisors and, if so, whether views of those norms vary by personal and positional characteristics. We developed the Academic Advising Behaviors Inventory (AABI) and surveyed members of NACADA: The Global Community for Academic Advising. Using principal components factor analysis, we identified four inviolable norms that primary role advisors regard as requiring severe sanctions when crossed: Policy Violation, Disrespectful Interactions, Neglectful Supervision, and Confidentiality Breach. Regression analyses revealed some significant differences in the perception of these norms by gender identity, race, and supervision. We conclude by discussing implications for practice and future research.

A qualitative inquiry designed to understand entry-level, live-in, professional staff recruitment and retention practices perceived as successful revealed a link to elements of organizational culture. Several important areas of understanding emerged: the actual recruitment and retention practices, the impact of leadership, and the role of organizational culture in the success of the department. This article addresses the impact of culture on the organization and its contribution to success in hiring and retaining entry-level staff. The discussion of findings and practical implications broadens our understanding of culture and better informs practice.

Models for applying scholarship to practice provide guidance to administrators who are informed by research to address very complex problems.

Through professional associations and graduate preparation programs, members of the student affairs profession identify, communicate, and reinforce professional standards to promote the scholarship of practice.

The purposes of this study were to identify factors of midlevel student affairs administrators' professional identity and to examine the association of those factors to career commitment, career entrenchment, and demographic characteristics. Principal axis factor analysis derived 3 dimensions of professional identity: career contentment, community connection, and values congruence with the profession. Regression analyses conducted on 377 survey responses revealed that 3 of 4 demographic characteristics, all 3 career commitment subscales, and all 3 career entrenchment subscales were significantly associated with at least 1 of the professional identity subscales. Implications for research and practice are discussed.

To protect the welfare of students, staff, and other clients in housing and residence life (HRL), administrators must understand what behaviors are unacceptable. Professionals might make idiosyncratic and unconstrained decisions when there is no conduct code or set of informal rules. Informal rules may become norms comprising normative structures to guide professional actions. Members of ACUHO-I were surveyed to determine whether a normative structure for the administrative role performance of campus HRL professionals exists and, if so, whether there were differences in the level of objection expressed for admonitory norms based on personal and institutional characteristics. Admonitory norms are inappropriate behaviors deserving of less severe sanctions and are the focus of this article. Using principal components factor analysis we identified five admonitory norms: (1) Inattentive Administration, (2) Developmental Disregard, (3) Wielding Unfair Advantage, (4) Misleading Marketing, and (5) Inappropriate Personal Relationships. Regression analyses revealed differences in the level of objection expressed for the admonitory norms by gender, education level, years in the profession, and institutional type; there were no significant differences by race/ethnicity. Implications and recommendations for practice and research are provided. [Discussion questions from "Ethical Principles and Ethical Decisions in Student Affairs" (Kitchener 1985) are included.]

In this study, the authors propose and test a model of professional identity development among early career student affairs professionals. Using survey data from 173 new professionals (0-5 years of experience), factor analysis revealed 3 dimensions of professional identity: commitment, values congruence, and intellectual investment. Multivariate analyses found significant associations of age, master's program characteristics, and influential people and experiences (e.g., interactions with professional colleagues and associations) with the dimensions of professional identity. Findings indicated key socialization experiences during and after graduate school were associated with the development of professional identity. The authors conclude with recommendations for practice and research.

Housing and residence life (HRL) administrators who lack knowledge about accepted professional behaviors risk violating normative boundaries, likely jeopardizing themselves or their clients (e.g., students, parents, colleagues). The purpose of this survey study was to understand if a normative structure exists for the administrative role performance of HRL professionals. Findings revealed six inviolable norms, some of which differ by personal and professional characteristics of HRL professionals. The authors offer recommendations to guide practice and research.

Professional identity is one outcome of successful socialization. The purpose of this study was to understand how socialization in graduate programs contributes to the development of professional identity for new professionals in student affairs. Via survey, we found significant relationships between program qualities, standards, activities, and experiences and measures of professional identity. Out-of-class experiences were perceived to have a stronger influence than in-class experiences. Implications for graduate preparation programs and supervisors are discussed.

We surveyed 441 senior student affairs officers to measure their perceptions of behaviors, attitudes, skills, and knowledge (BASK) important to their effectiveness. Most important was integrity. Women and People of Color scored higher on BASK factors than other SSAOs. Practice implications include discussing BASK in NASPA associate/assistant vice president initiatives, reexamining curricula for NASPA and ACPA aspiring SSAO institutes, being more inclusive with demographic questions, and developing ways to further integrity in professional practice. [ABSTRACT FROM AUTHOR]

Literature on teaching and learning in college classrooms is reviewed and findings are discussed through a generational lens. From assumptions about generations of students, recommendations for enhancing student learning--especially for Millennial students--are provided.

Examines the classroom environment, describing various social forces embedded in the classroom climate, student-faculty interactions, and student-to-student interactions that either foster or impede student learning. The article highlights ways in which these classroom social forces perpetuate social inequalities that exist within society at large and inhibit student learning. Educators are offered five questions to help redress the negative influences of social forces in their classrooms. (SM)

Examines the close friendships of women student affairs professionals and explores the influences of career mobility on those relationships. Participants defined close friendship and described the challenges of making professional and personal transitions. Considers implications for the student affairs profession. (Contains 52 references and 1 tables.) (Author/GCP)

New techniques in international development practice call for enlarging the social workers' role to encompass international development work. International development practices should consider both structural and conjectural analyses to form the basis of a thorough understanding and effective action. A structural analysis examines wider economic, social and political structures, while a conjectural analysis considers the immediate political situation. A North-South collaborative program to strengthen social work programs in Nicaragua is discussed.

by Susan Krieger. University of California Press, 1996. 270 pp. $45.00 (15.95) MAUREEN E. WILSON, Mississippi State University Susan Krieger expected to write a book about women and organizations. What [...]