"Rethinking Student Affairs Practice does forstudent affairs what The Fifth Discipline and Peter Sengedid for the corporate sector and learning organizations. It makesyou think, both differently andbetter.”—Jerrold L. Stein, dean of students, StonyBrook University
"I loved this book and will be using it in the future. Itwill be particularly valuable for students of higher education andentry-level professionals to read and learn new ways to think andlead our institutions to greater effectiveness."—FrancesLucas, president, Millsaps College
"This is the book all student affairs professionals needto read. It provides the basis for 'visioning the future' of allthat we do in student affairs." —Doug Woodard, professor ofhigher education, University of Arizona
"Are you a duck or a rabbit? This book challenges you tosee more and think more about our work and the lost potential whenone limits the dimensions of our humanity. A must for every studentaffairs professional who is asking, what's next and how do I make adifference?”—Gregory Roberts, executive director andsenior operating officer, American College PersonnelAssociation
To be effective managers, student affairs professionals mustunderstand the structures and processes that form theorganizational context in which they work, and must be able to workwithin them. These structures are often characterized by a rigiddivision of labor and an expectation that good managers can predictthe outcomes of their efforts and can and should exercise controlover the inputs. However, to be effective leaders, they must beable to perceive new possibilities beyond those structures andexpectations. How can they do both?
Rethinking Student Affairs Practice offers an answer to thatquestion. Love and Estanek challenge their readers to perceivetheir responsibilities, institutions, and relationships throughmultiple lenses. They have developed a model for change based infour concepts that will help their readers do this. The fourconcepts are valuing dualisms, transcending paradigms, recognizingconnectedness, and embracing paradox.
The authors develop these concepts and explain this process ofthinking differently in the first chapter of this book. Then theyapply their framework to both the processes and resources ofcurrent student affairs practice, asking their readers to think ofleadership as pervasive. They challenge their readers to become"intrapreneurs" and explain how they can do so. They understandassessment as a mindset and not a set of activities. They expandour understanding of resources and begin to develop a philosophy oftechnology. Finally, they look beyond the horizon to the emergingcompetencies of developing a global perspective and futuresforecasting.