UC Santa Barbara

This dissertation presents three separate studies related to the experiences of university professional staff, including their work stress and relationship to undergraduate students. Findings from these studies show that professional staff are well-positioned to act as institutional and empowerment agents (Stanton-Salazar, 2011) on behalf of students. Positioning a positive student-staff relationship as a powerful and empowering aspect of the university experience for students, a deeper understanding of factors contributing to or diminishing the strength of that relationship, as well as their impact on staff work stress, can help improve the experiences of both university staff and the students they serve.

The first study presents a qualitative investigation into the work-stress experiences of six university professional staff with student supervision responsibilities from different institution types. Drawing on Folkman and Lazarus’ (1984) conceptual framework, descriptions of staff work motivation were solicited, as well as sources of and influences on stress. Findings illustrate the complexity of student-staff relationships and how they impact the staff experience.

The following two studies explore positive student-staff relationships within a single university from both the staff and student perspective, respectively, to further investigate the perceptions and impacts of these relationships. Through qualitative interviewing with exemplary campus staff and students who have formed positive relationships with staff members, these studies revealed several behaviors and strategies that positively influenced the relationship between university staff and college students, including the ways in which staff were seen to act as institutional and empowerment agents. Importantly, student perceptions of these supportive relationships illuminate the myriad ways that staff can foster positive relationships with college students and impact their experiences, including leveraging campus knowledge and networks to support them. Findings from these studies suggest recommendations at both the individual and institutional levels that could maximize the potential for professional staff to build positive relationships with students and enhance both the staff and student experience.