Date of Graduation
The purpose of this study was to develop a process, including an instrument, to evaluate the chief student personnel administrator at a university, not only for the purpose of performance assessment, but also to serve as a means of self-assessment and personal and professional development. Six research questions focus on the most relevant and important factors to be included in the evaluation process for this position. The answers to these six questions were obtained from two panels of experts. The first panel consisted of those who have published their research regarding academic administrator evaluation. These experts are cited because evaluation of student personnel administrators receives scant attention in related literature. The second panel was composed of persons who were serving as the chief student affairs officer of their respective universities at the time of the study. They were all administrators at comprehensive state land-grant universities with enrollments in excess of 15,000 students. They reviewed a draft evaluation instrument and then consented to an on-site, taped interview at their respective campuses to determine their views about all aspects of the evaluation process. Extensive quotations from these interviews are reported in the findings of this study. Twelve recommendations regarding the evaluation process and a recommended evaluation instrument resulted from this study. The recommendations span the entire process including its initiation, implementation, use of the instrument, method of self-evaluation, post-evaluation conference, and the relationship between evaluation and extrinsic rewards. Recommendations were also made regarding scheduling of the evaluation in regard to the individual's length of service as well as the university's calendar. The study concludes that evaluation of university chief student affairs officers is not only desirable but essential. It is possible to delineate and evaluate important skills and essential performance of individuals in this position. The results of such evaluation, properly conducted, and properly applied, can result in personal and professional growth for individuals in this position and subsequent benefits for the institutions in which they serve.
Redzich, Michael, "Development of a formative evaluation process for university chief student affairs administrators." (1989). Graduate Theses, Dissertations, and Problem Reports. 9630.