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| ACPA Books and Media Editorial Board | |
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| List of Tables | |
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| Preface | |
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| Acknowledgements | |
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| What Do We Really Know About Student Affairs Work | |
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| Higher Education in the United States | |
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| The Literature on the Profession | |
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| What We Need to Learn About the Student Affairs Profession | |
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| The Studies | |
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| The Calendar Study | |
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| The National Survey Study | |
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| The Community College Studies (Case Study and Follow-Up Study) | |
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| The Association Study | |
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| The Historically Black Colleges and Universities Study | |
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| The Hispanic Serving Institutions Study | |
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| Some Caveats | |
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| Conclusion | |
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| The Standard Bearers: Student Affairs Professionals at Liberal Arts Colleges | |
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| Historical Evolution | |
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| The Nature of the Liberal Arts College Campus | |
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| Mission | |
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| Faculty | |
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| Students | |
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| The Nature of Student Affairs Work | |
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| The Work Environment | |
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| The Pace of Work | |
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| How Work Gets Done | |
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| The Nature of Relationships | |
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| The Nature of Rewards | |
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| Conclusions | |
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| The Interpreters: Professional Life at Religiously Affiliated Institutions | |
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| Historical Evolution | |
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| The Nature of the Religiously Affiliated College Campus | |
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| Mission | |
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| Faculty | |
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| Students | |
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| The Nature of Student Affairs Work | |
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| The Work Environment | |
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| The Pace of Work | |
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| How Work Gets Done | |
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| The Nature of Relationships | |
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| The Nature of Rewards | |
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| Conclusions | |
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| The Generalists: Student Affairs Work at Comprehensive Colleges and Universities | |
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| Historical Evolution | |
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| The Nature of the Comprehensive University Campus | |
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| Mission | |
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| Faculty | |
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| Students | |
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| The Nature of Student Affairs Work | |
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| The Work Environment | |
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| The Pace of Work | |
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| How Work Gets Done | |
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| The Nature of Relationships | |
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| The Nature of Rewards | |
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| Conclusions | |
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| The Specialists: Professional Life at Research Universities | |
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| Historical Evolution | |
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| The Nature of the Research University Campus | |
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| Mission | |
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| Faculty | |
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| Students | |
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| The Nature of Student Affairs Work | |
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| The Work Environment | |
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| The Pace of Work | |
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| How Work Gets Done | |
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| The Nature of Relationships | |
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| The Nature of Rewards | |
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| Conclusions | |
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| The Guardians: Professional Life at Historically Black Colleges and Universities | |
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| Historical Evolution | |
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| The Nature of the Historically Black College and University Campus | |
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| Mission | |
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| Faculty | |
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| Students | |
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| The Nature of Student Affairs Work | |
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| The Work Environment | |
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| The Pace of Work | |
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| How Work Gets Done | |
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| The Nature of Relationships | |
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| The Nature of Rewards | |
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| Conclusions | |
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| The Producers: Professional Life at Community Colleges | |
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| Historical Evolution | |
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| The Nature of the Community College Campus | |
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| Mission | |
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| Faculty | |
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| Students | |
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| The Nature of Student Affairs Work | |
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| The Work Environment | |
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| The Pace of Work | |
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| How Work Gets Done | |
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| The Nature of Relationships | |
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| The Nature of Rewards | |
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| Conclusions | |
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| The Change Agents: Student Affairs Administration at Hispanic-Serving Institutions | |
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| Historical Evolution | |
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| The Nature of the Hispanic-Serving Institution Campus | |
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| Mission | |
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| Faculty and Staff | |
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| Students | |
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| The Nature of Student Affairs Work | |
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| The Work Environment | |
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| The Pace of Work | |
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| How Work Gets Done | |
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| The Nature of Relationships | |
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| The Nature of Rewards | |
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| Conclusions | |
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| Where You Work Matters | |
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| How Student Affairs Administration Differs by Institutional Type | |
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| The Standard Bearers at Liberal Arts Institutions | |
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| The Interpreters at Religiously Affiliated Institutions | |
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| The Generalists at Comprehensive Institutions | |
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| The Specialists at Research Universities | |
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| The Guardians at Historically Black Colleges and Universities | |
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| The Producers of the Community Colleges | |
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| The Change Agents at Hispanic-Serving Institutions | |
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| Implications for Practice at the Graduate Preparation Level | |
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| Implications for the Hiring and Recruiting Process | |
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| Implications for Professional Development Programs | |
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| Conclusion | |
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| References | |
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| About the Author | |
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| List of Tables | |
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| Summary of Institutional Differences | |