Development of a model process for professional staff development and program evaluation of university residence life programs in the University of North Carolina system

Abstract

The purpose of this study was to develop a model process that allowed housing staffs to evaluate and alter their program based upon their experiences and perceptions. The actual model process involved the creation of a questionnaire and the development of a group process in which to utilize the questionnaire. The application of this model process was in the University of North Carolina system. Three of the five selected universities agreed to participate in the model process. A list of goal statements was obtained to create the questionnaire--by a review of published literature and a survey of student personnel leaders. Each statement was to be rated twice on a three-point scale regarding its importance and performance. These ratings were graphed on a four-quadrant graph. A group process was developed to facilitate the use of these ratings to develop action plans. The group process was structured to provide: analysis of the results, explanation of the graph and generation of action plans. An evaluation of the questionnaire and group process was given to participants. The following conclusions were reached based upon an analysis of the data: (1) An instrument was developed to identify the most important objectives in a residence life program. (2) The relative importance and performance of the objectives were evaluated; however, a five-point scale should be utilized. (3) A process was identified that produced action plans. (4) Goal statements suggested by the participants as additions to the questionnaire revealed a specific problem occurring at that university. (5) This questionnaire and group process would be beneficial for housing staffs. (6) The process would be more effective if results were provided in advance and if the entire process were conducted prior to the fall term. (7) Staff development programs in student affairs organizations should be more widely published. (8) Further studies should be undertaken to establish if there is a significant difference between the different demographic groups. (9) The results of this study supported the views held by leaders in the student development field of what goals are important for residence life staffs.