THE ACQUISITION OF NEW STUDENT AFFAIRS PROFESSIONALS' BELIEFS AND PERCEPTIONS ABOUT FACULTY

Abstract

The purpose of this study is to better understand how new student affairs professionals acquire their beliefs and perceptions about faculty. This study originates from a conceptual framework that includes: (1) a call for collaboration, (2) the link between organizational culture, beliefs, and perceptions, and (3) the propagation of beliefs through socialization. In recent years, student learning has become a focal point for higher education leaders, government agencies, and the public. Collaborative initiatives are seen as a way to promote student learning, while also addressing decreased budgets and increased accountability. Differing, or incorrect beliefs and perceptions, that one group has of the other, can inhibit collaboration. New resident directors, their experienced peers, and supervisors, from a large, public university, were interviewed to identify their views about faculty and how those beliefs and perceptions are acquired. Data has been presented in narrative form and were analyzed to uncover common and divergent beliefs and perceptions, changes in views that occurred during the study, and variables that shaped beliefs and perceptions about faculty. Findings reveal that the ways in which student affairs professionals acquire their views about faculty are multifarious. Beliefs and perceptions are shaped by a conglomeration of factors, such as experiences, influence from others, and learning. Participants' previous interactions with faculty were mentioned as common contributors to beliefs about faculty. Lessons learned about faculty through graduate coursework and student employment were noted. To a lesser extent, and through socialization as new employees, participants noted that views of supervisors, peers, and students impacted their perceptions about faculty. By learning more about beliefs and perceptions and how those views are acquired, the body of knowledge about the student affairs subculture and socialization in the subculture is expanded. Findings and recommendations from this study offer points for consideration and reflection. Learning that includes evaluating and discussing cultural beliefs can challenge negative perceptions that student affairs staff and faculty may have of each other. It can reinforce positive perceptions that promote relationship building and collaboration. Initiatives that promote cultural understanding, whether directed by leaders or those working directly with students, are worthy of consideration.