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Motivation, Learning, and the Workpl...

Ginese, Joseph M.

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Motivation, Learning, and the Workplace: A Study of Community College Student Affairs Professionals and Continued Professional Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Motivation, Learning, and the Workplace: A Study of Community College Student Affairs Professionals and Continued Professional Learning./
Author:	Ginese, Joseph M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	154 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30816798
ISBN:	9798381382211

Motivation, Learning, and the Workplace: A Study of Community College Student Affairs Professionals and Continued Professional Learning.
Ginese, Joseph M.

Motivation, Learning, and the Workplace: A Study of Community College Student Affairs Professionals and Continued Professional Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 154 p.

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (Ed.D.)--City University of New York Hunter College, 2024.

Continued professional learning is a consistent focus of attention for the field of student affairs within higher education. Yet, very little research has been conducted on the factors that influence the motivation of student affairs professionals to pursue continued professional learning, especially professionals within community colleges. This study utilized a quantitative research design to examine the physical and psychological factors of the work environment that can influence a community college student affairs professional's motivation to pursue continued professional learning. Through the theoretical lens of Lewin's Field Theory and Eccles' Expectancy-Value Theory, I designed a 58-item survey (N = 41) that measured both the physical (institution orientation, institution policy, supervisor support, and coworker support) and psychological (expectancy, value, cost) factors within the work environment. Analysis of the survey results suggest that the institution's orientation toward continued professional development has the strongest relationship with a student affairs professional's motivation to pursue continued professional development. Secondary factors include supervisor support and expectancy, or an individual's self-efficacy towards learning. Both showed to have moderately strong relationships to plans to participate in continued professional learning.

ISBN: 9798381382211Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Community colleges

Motivation, Learning, and the Workplace: A Study of Community College Student Affairs Professionals and Continued Professional Learning.
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300 $a 154 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
500 $a Advisor: Bonner, Sarah.
502 $a Thesis (Ed.D.)--City University of New York Hunter College, 2024.
520 $a Continued professional learning is a consistent focus of attention for the field of student affairs within higher education. Yet, very little research has been conducted on the factors that influence the motivation of student affairs professionals to pursue continued professional learning, especially professionals within community colleges. This study utilized a quantitative research design to examine the physical and psychological factors of the work environment that can influence a community college student affairs professional's motivation to pursue continued professional learning. Through the theoretical lens of Lewin's Field Theory and Eccles' Expectancy-Value Theory, I designed a 58-item survey (N = 41) that measured both the physical (institution orientation, institution policy, supervisor support, and coworker support) and psychological (expectancy, value, cost) factors within the work environment. Analysis of the survey results suggest that the institution's orientation toward continued professional development has the strongest relationship with a student affairs professional's motivation to pursue continued professional development. Secondary factors include supervisor support and expectancy, or an individual's self-efficacy towards learning. Both showed to have moderately strong relationships to plans to participate in continued professional learning.
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650 4 $a Higher education administration. $3 2122863
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653 $a Continued professional learning
653 $a Motivation
653 $a Professional development
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710 2 $a City University of New York Hunter College. $b Curriculum & Teaching. $3 3699795
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