Sense of Accomplishment: A Global Experience in Student Affairs and Services

Autor/inn/en	Seifert, Tricia A.; Perozzi, Brett; Li, Wincy
Titel	Sense of Accomplishment: A Global Experience in Student Affairs and Services
Quelle	In: Journal of Student Affairs Research and Practice, 60 (2023) 2, S.250-262 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6591
DOI	10.1080/19496591.2022.2041426
Schlagwörter	Student Personnel Services; Student Personnel Workers; Job Satisfaction; Cross Cultural Studies; Foreign Countries; Attitudes; Student College Relationship; Cooperation; Professional Autonomy; Afghanistan; Australia; Barbados; Belgium; Cyprus; Dominica; Finland; Germany; Greece; Hungary; Ireland; Italy; Jamaica; Kuwait; Netherlands; New Zealand; Nigeria; Philippines; Poland; Qatar; South Africa; Spain; Trinidad and Tobago; Uganda; United Arab Emirates; United Kingdom; United States + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Cultural comparison; Kulturvergleich; Ausland; Attitude; Einstellung; Verhalten; Co-operation; Kooperation; Berufsfreiheit; Australien; Belgien; Zypern; Finnland; Deutschland; Griechenland; Ungarn; Irland; Italien; Niederlande; Neuseeland; Philippinen; Polen; Katar; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Spanien; Trinidad und Tobago; Vereinigte Arabische Emirate; Großbritannien; USA
Abstract	This empirical article presents student affairs and services practitioners' perceptions regarding the sense of accomplishment they feel in their job. Results show helping students, collaborating among colleagues, contributing positively to a broader community, and the autonomous and engaging nature of the work itself provided SAS staff across countries and regions with a sense of accomplishment. Authors discuss findings in terms of supporting SAS practitioners in light of changes globally in higher education's expectations and culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01