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Understanding Intent to Leave the Field: A Study of Student Affairs Master’s Students’ Career Plans
-
Blake R. Silver
und
Rick C. Jakeman
Veröffentlicht/Copyright:
10. Mai 2014
Abstract
This qualitative study of 20 student affairs master’s students explored their career plans and perceptions of the field. Five themes emerged from interviews with participants who considered leaving student affairs to pursue other careers: (a) distance from the institutional mission, (b) student affairs as devalued work, (c) lack of fulfillment, (d) emotional burdens, and (e) financial concerns. Implications relate to improving master’s students’ experiences in order to proactively address attrition from the student affairs profession.
Published Online: 2014-5-10
Published in Print: 2014-5-1
© 2014 by Walter de Gruyter Berlin/Boston
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Artikel in diesem Heft
- Innovations in Research and Scholarship Features
- Exploring the Parental Role in First-Year Students’ Emotional Well-Being: Considerations by Gender
- Fraternities and Sororities Shaping the Campus Climate of Personal and Social Responsibility
- Asian Americans and Campus Climate: Investigating Group Differences Around a Racial Incident
- The Relationship Between Engagement in Cocurricular Activities and Academic Performance: Exploring Gender Differences
- Understanding Intent to Leave the Field: A Study of Student Affairs Master’s Students’ Career Plans
- Mentor Relationships for Entry-Level Men in Student Affairs
- Innovations in Practice Features
- Supporting Students in the Margins: Establishing a First-Year Experience for LGBTQA Students
- Linguistic Support for Non-Native English Speakers: Higher Education Practices in the United States
- Media Features and Reviews
- Media Review: The Lives of Transgender People
- Media Review: The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact
- Media Review: Postsecondary Education for American Indian and Alaska Natives: Higher Education for Nation Building and Self-Determination
- Media Review: Promoting Diversity and Social Justice: Educating People from Privileged Groups
