Rethinking Student Affairs Practice

To be effective managers, student affairs professionals must understand the structures and processes that form the organizational context in which they work, and must be able to work within them. These structures are often characterized by a rigid division of labor and an expectation that good managers can predict the outcomes of their efforts and can and should exercise control over the inputs. However, to be effective leaders, they must be able to perceive new possibilities beyond those structures and expectations. How can they do both?

Rethinking Student Affairs Practice offers an answer to that question. Love and Estanek challenge their readers to perceive their responsibilities, institutions, and relationships through multiple lenses. They have developed a model for change based in four concepts that will help their readers do this. The four concepts are valuing dualisms, transcending paradigms, recognizing connectedness, and embracing paradox.

Preface xi

1 Conceptual Framework: Lessons from the New Science 1

Part One: Seeing Processes Differently: How We Work 27

2 Pervasive Leadership 29

3 Intrapreneurship: Pervasive Leadership in Action 67

4 Developing an Assessment Mindset 83

Part Two: Seeing Resources Differently: What We Work With 119

5 Rethinking Resources 121

6 Technology as Brush, Paint, and Artist 153

Part Three: Seeing Beyond the Horizon: Emerging Competencies 171

7 Adopting a Global Perspective 173

8 Futures Forecasting 187

9 Rethinking Reviewed: Mindsets and Actions 207

References 217

Index 227

THE AUTHORS

PATRICK G. LOVE serves as associate professor of higher education in the Department of Administration, Leadership, and Technology at New York University.

SANDRA M. ESTANEK is assistant professor of graduate education and leadership and director of the master's program in College Student Personnel Administration at Canisius College in Buffalo, New York. The insights of twentieth and twenty-first century science have been used by organizational development consultants to challenge leaders to think differently about their organizational structures and processes. In Rethinking Student Affairs Practice, Love and Estanek use these insights to provide a model for change appropriate to higher education in general and student affairs in particular.

To be effective managers, student affairs professionals must understand the structures and processes that form the organizational context in which they work, and must be able to work within them. These structures are often characterized by a rigid division of labor and an expectation that good managers can predict the outcomes of their efforts and can and should exercise control over the inputs. However, to be effective leaders, they must be able to perceive new possibilities beyond those structures and expectations. How can they do both?

Rethinking Student Affairs Practice offers an answer to that question. Love and Estanek challenge their readers to perceive their responsibilities, institutions, and relationships through multiple lenses. They have developed a model for change based in four concepts that will help their readers do this. The four concepts are valuing dualisms, transcending paradigms, recognizing connectedness, and embracing paradox.

The authors develop these concepts and explain this process of thinking differently in the first chapter of this book. Then they apply their framework to both the processes and resources of current student affairs practice, asking their readers to think of leadership as pervasive. They challenge their readers to become "intrapreneurs" and explain how they can do so. They understand assessment as a mindset and not a set of activities. They expand our understanding of resources and begin to develop a philosophy of technology. Finally, they look beyond the horizon to the emerging competencies of developing a global perspective and futures forecasting.

The insights of twentieth and twenty-first century science have been used by organizational development consultants to challenge leaders to think differently about their organizational structures and processes. In Rethinking Student Affairs Practice, Love and Estanek use these insights to provide a model for change appropriate to higher education in general and student affairs in particular.

To be effective managers, student affairs professionals must understand the structures and processes that form the organizational context in which they work, and must be able to work within them. These structures are often characterized by a rigid division of labor and an expectation that good managers can predict the outcomes of their efforts and can and should exercise control over the inputs. However, to be effective leaders, they must be able to perceive new possibilities beyond those structures and expectations. How can they do both?

Rethinking Student Affairs Practice offers an answer to that question. Love and Estanek challenge their readers to perceive their responsibilities, institutions, and relationships through multiple lenses. They have developed a model for change based in four concepts that will help their readers do this. The four concepts are valuing dualisms, transcending paradigms, recognizing connectedness, and embracing paradox.

The authors develop these concepts and explain this process of thinking differently in the first chapter of this book. Then they apply their framework to both the processes and resources of current student affairs practice, asking their readers to think of leadership as pervasive. They challenge their readers to become "intrapreneurs" and explain how they can do so. They understand assessment as a mindset and not a set of activities. They expand our understanding of resources and begin to develop a philosophy of technology. Finally, they look beyond the horizon to the emerging competencies of developing a global perspective and futures forecasting. "This book offers a powerful catalyst for conversation, challenging us in the student affairs profession to think deeply and differently about the 'what,' 'how' and 'why' of our work. I will read sections of this book with my colleagues and together we will use our learning to transform our organization."—Larry D. Roper, vice provost for student affairs, Oregon State University

"Rethinking Student Affairs Practice does for student affairs what The Fifth Discipline and Peter Senge did for the corporate sector and learning organizations. It makes you think, both differently and better.”—Jerrold L. Stein, dean of students, Stony Brook University

"I loved this book and will be using it in the future. It will be particularly valuable for students of higher education and entry-level professionals to read and learn new ways to think and lead our institutions to greater effectiveness."—Frances Lucas, president, Millsaps College

"This is the book all student affairs professionals need to read. It provides the basis for 'visioning the future' of all that we do in student affairs." —Doug Woodard, professor of higher education, University of Arizona

"Are you a duck or a rabbit? This book challenges you to see more and think more about our work and the lost potential when one limits the dimensions of our humanity. A must for every student affairs professional who is asking, what's next and how do I make a difference?”—Gregory Roberts, executive director and senior operating officer, American College Personnel Association