Show Less

Community College Leadership and Administration

Theory, Practice, and Change


Carlos Nevarez and Luke J. Wood

This book, a training tool for the 21st-century community college leader and administrator, deconstructs outdated practices and constructs new approaches to how contemporary community college leadership is viewed, practiced, and envisioned. Both timely and comprehensive, the book develops new models that are focused on facilitating leadership innovation, and encourages both formal and informal leaders to become active agents for change. A relevant case study, written by an experienced community college leader, follows each chapter. This book will be useful for courses in administration, leadership, management, and related areas, and presents contemporary skills for anyone who is a leader and/or administrator in an organization.


Show Summary Details
Restricted access

Chapter Eight: Leadership in Student Affairs


This chapter focuses on student affairs leadership in the community college. Specific attention will be given to four areas: (1) the disconnect between academic affairs and student affairs and its implications on student learning and personal development; (2) foundational and guiding student affairs documents (e.g., the Student Learning Initiative, Principles of Good Practice, Student Personnel Point of View); (3) the core functions of student affairs in relation to effective leadership practices; and (4) student development theory, with a primary focus on psychosocial theories. When reading this chapter, consider the following questions: Why is there dissonance between the divisions of academic and student • affairs? How does this effect student and institutional success? How can student affairs and academic affairs programming/services work cohe- sively to enhance student learning and personal development? What are the benefits of establishing a cohesive collaboration between these divisions? How do foundational/guiding student affairs documents (e.g., the • Student Learning Initiative, Principles of Good Practice, and Student Personnel Point of View) address the role, function, and purpose of stu- dent affairs leaders? Do earlier documents address the current realities of community college students? If so, how? If not, what new guiding principles are needed? What are the core functions of student affairs? How do student affairs • programming and services advance student learning and personal development? What are the primary student development theories? What are the • differences between these theories? How do they benefit the practice of student affairs leadership? C H A P T E R E I G...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.