The Status of Student Affairs Divisions Within the CCCU
U.S. higher education is under pressure to manage limited financial resources and increased expectations (Quintana & Hatch, 2017 Quintana, C., & Hatch, J. (2017, March 8). 177 private colleges fail Education Dept.'s financial-responsibility test. The Chronicle of Higher Education. Retri...
| Authors: | ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
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| Published: |
Taylor & Francis
[2018]
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| In: |
Christian higher education
Year: 2018, Volume: 17, Issue: 4, Pages: 215-239 |
| IxTheo Classification: | CF Christianity and Science FB Theological education KBQ North America |
| Online Access: |
Volltext (Resolving-System) Volltext (doi) |
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| 520 | |a U.S. higher education is under pressure to manage limited financial resources and increased expectations (Quintana & Hatch, 2017 Quintana, C., & Hatch, J. (2017, March 8). 177 private colleges fail Education Dept.'s financial-responsibility test. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/177-Private-Colleges-Fail/239436 [Google Scholar]). As a sector within the 1,587 private, nonprofit institutions, the Council for Christian Colleges & Universities' (CCCU) 144 member and affiliate institutions mirror the challenges faced by the broader higher education community ("About the CCCU," 2017). Although various articles highlight different aspects of these distinctive institutions (Hulme et al., 2016; Rine & Guthrie, 2016; Sriram & McLevain, 2016; Trudeau & Herrmann, 2014), little has been reported about the structure and staffing within CCCU student affairs divisions. To capture descriptive data about student affairs divisions that would provide benchmarks for CCCU institutions, a survey was conducted November 2016-February 2017 to understand the composition and current challenges of Christian college student affairs departments. This article will also overlay the new normal (Romano, Hanish, Phillips, & Waggoner, 2010) within higher education student affairs divisions to provide a broad context for this study. data tables highlight the study outcomes with relevant literature woven throughout to help interpret the findings. The final section provides implications for CCCU student affairs practitioners and suggestions for future research. | ||
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