Examining Important Continuous Interpersonal Connections Between Students and Student Affairs Professionals

Date of Award

6-2025

Degree Name

Doctor of Philosophy

Department

Educational Leadership, Research and Technology

First Advisor

D. Eric Archer, Ph.D.

Second Advisor

Ramona Lewis, Ed.D.

Third Advisor

Reetha Raveendran, Ed.D.

Keywords

Bonds, continuous interpersonal connections, qualitative research, relationships, student affairs professionals, undergraduate students

Abstract

As higher education changes in response to shifting student demographics, social change movements, the effects of the COVID-19 pandemic, the push to end diversity, equity, and inclusion (DEI) initiatives, and the rise of artificial intelligence, research examining how colleges and universities can best support students is needed now more than ever. The purpose of this basic interpretative qualitative study was to explore how students made meaning of their important continuous interpersonal connections with student affairs professionals at four-year public univer-sities in the Midwest. Prior studies have explored how students describe interactions with student affairs professionals, considering brief or single interactions or providing general descriptions of student affairs professionals. Only a few studies examined specific, longer relationships between students and student affairs professionals and included a variety of student affairs professionals.

This study had more clearly defined parameters, focusing on students’ interpersonal con-nections with student affairs professionals working within a student affairs functional unit or division, but not serving as an administrative assistant or similar clerical role. Offices that only provided academic advising, career advising, or academic support services were excluded. Data was collected through individual semi-structured interviews with eight participants. Three of eight participants were current college students at the time of this study, and the other five students had graduated in 2022 or 2023. All participants had known the student affairs professionals they had important interpersonal connections with for at least nine months at the time of the interviews.

The results of the study suggest that students found meaning from their important con-tinuous interpersonal connections through the bonds they formed with their student affairs professionals. Additionally, students perceived outcomes that came from the interpersonal connections as valuable and that also contributed to the meaning of the interpersonal connections. Trust, respect, and admiration the students felt for their student affairs professionals were key to the students finding the connections and their outcomes valuable. The study found similar results to the current literature that student affairs professionals influenced students feeling supported, believing in themselves, growing as leaders and individuals, and contributing to a sense of belong-ing. It added to the literature by suggesting the continuous interpersonal connections between the students and student affairs professionals led to the development of career readiness skills and transferable workplace skills, such as conflict resolution and working with others. The study assists in highlighting student affairs professionals’ direct contributions to student development and success through their interpersonal connections with students, and demonstrates that students still value and need personal individual relationships with professionals on campuses.

Access Setting

Dissertation-Abstract Only

Restricted to Campus until

6-1-2027

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