Understanding Values Congruence between Student Affairs Educators and Their Work Environments in a Neoliberal Context

Autor/in	Hammond, Amie Kathrin
Titel	Understanding Values Congruence between Student Affairs Educators and Their Work Environments in a Neoliberal Context
Quelle	(2022), (199 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Fresno
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-5120-7
Schlagwörter	Hochschulschrift; Dissertation; Student Personnel Workers; Student Personnel Services; Counselor Attitudes; Neoliberalism; Case Studies; State Universities; Work Environment; Guidelines; Personality Theories; Work Attitudes; Efficiency; Productivity; College Faculty; Teacher Attitudes; Career Development; Job Satisfaction; Compensation (Remuneration); Counselor Educators; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Neo-liberalism; Neoliberalismus; Case study; Fallstudie; Case Study; Staatliche Universität; Arbeitsmilieu; Richtlinien; Personality theory; Persönlichkeitstheorie; Work attitude; Arbeitshaltung; Effectiveness; Effektivität; Wirkungsgrad; Produktivität; Fakultät; Lehrerverhalten; Berufsentwicklung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Abfindung; Kompensation; Lohnausgleich; Kalifornien
Abstract	This 2-phased instrumental case study explored how student affairs educators in the California State University system experience values congruence in their work environments, specifically in the context of neoliberalism. It also examined how position descriptions convey the values of the student affairs profession and job duties related to neoliberalism. This study applied a conceptual framework based on person-environment fit theory (Dawis & Lofquist, 1984) to explore how values congruence affects student affairs educators' job satisfaction, work commitment, and desire to remain in the profession. Semi-structured interviews were conducted with 12 student affairs educators employed at institutions in the California State University system, and data were analyzed using a priori and inductive codes. Additionally, document analysis was conducted on a sample of 46 educator position descriptions. Data from the interviews and documents were triangulated with the study's conceptual framework. Findings from this study revealed that in addition to the values espoused by their profession, student affairs educators valued approaching work using their strengths and preferred work style. Additionally, they commonly experienced neoliberalism in their work environments, particularly the characteristics of efficiency and productivity. However, neoliberalism was veiled in position descriptions, and similarly, student affairs values were vague or absent. Although student affairs educators' values were generally congruent with their work environment, the lack of extrinsic motivators such as compensation and advancement opportunities negatively impacted their job satisfaction. To increase job satisfaction, some student affairs educators assumed new projects or held onto existing job duties that fulfilled their values. This study highlights the importance of recentering the profession's values and encouraging an understanding of how neoliberalism manifests itself in work environments. It also calls for higher education leaders, institutions, and systems to be more transparent about their work environments and improve compensation and advancement opportunities to demonstrate how they value student affairs educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01