Title page for ETD etd-05032004-120024


Type of Document Master's Thesis
Author Page, Megan Alene
Author's Email Address mpage@vt.edu
URN etd-05032004-120024
Title What Makes a Successful College or University Programming Board?: Standards of Practice for Programming Boards
Degree Master of Arts
Department Educational Leadership and Policy Studies
Advisory Committee
Advisor Name Title
Hirt, Joan B. Committee Chair
Creamer, Donald G. Committee Member
MacDonald, Jennifer Corrigan Committee Member
Ostroth, D. David Committee Member
Keywords
  • assessment
  • campus activities
  • standards of practice
  • student activities
  • programming board
Date of Defense 2004-04-21
Availability unrestricted
Abstract
WHAT MAKES A SUCCESSFUL COLLEGE OR UNIVERSITY PROGRAMMING BOARD?: STANDARDS OF PRACTICE FOR PROGRAMMING BOARDS

by

Megan Alene Page

Dr. Joan B. Hirt, Chair

Educational Leadership and Policy Studies

ABSTRACT

The purpose of this study was to seek an understanding of the characteristics of successful college and university programming boards (CUPBs). Specifically, I explored the organization and management; human, financial, and facility resource; campus and community relationship; program; mission; assessment and self-evaluation; and leadership characteristics of CUPBs. For purposes of this study, successful programming boards were defined and identified by professionals who work in this area of student affairs administration.

To obtain the sample for this study, student affairs professionals who work with college and university programming boards and are members of the National Association of Campus Activities (NACA) were contacted. Members were asked to identify successful programming boards in their NACA region. Based on the programming boards identified through this process, the most successful programming boards for each of the seven NACA regions were identified. There were 22 total programming boards included in the study’s sample.

An Institutional Profile (IP) form was created with items that related to the research questions posed in this study. Document analysis was conducted on texts and reports obtained from advisors of the sample’s programming boards. Additional information was obtained through interviews with these advisors. Responses that were qualitative in nature were analyzed and assigned to response categories. The data that were quantitative in nature were analyzed by calculating frequency and/or range and mean scores.

The data revealed significant results for each of the seven characteristics explored in the study. The findings suggest ways to structure and staff CUPBs, how to select and train student leaders, how to manage human and financial resources, how to manage facilities, and the types and numbers of programs successful CUPBs sponsor. Recommendations about the mission of successful CUPBs were identified, as were ways to assess outcomes and advise the programming board. Collectively, the results describe the elements of successful CUPBs. These elements can be used to establish standards of practice for such boards and the staff who manage them.

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