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Border Eclipse: An Interpretative Phenomenological Analysis of Community College Student Conduct Professionals' Roles During the Covid-19 Pandemic.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Border Eclipse: An Interpretative Phenomenological Analysis of Community College Student Conduct Professionals' Roles During the Covid-19 Pandemic./
Author:	Wolf, Ian Alexander.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	189 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28768724
ISBN:	9798460454013

Border Eclipse: An Interpretative Phenomenological Analysis of Community College Student Conduct Professionals' Roles During the Covid-19 Pandemic.
Wolf, Ian Alexander.

Border Eclipse: An Interpretative Phenomenological Analysis of Community College Student Conduct Professionals' Roles During the Covid-19 Pandemic. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 189 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ed.D.)--Manhattanville College, 2021.

This item must not be sold to any third party vendors.

Student conduct professionals serve an important role in the community college setting by ensuring all students exhibit positive behavior and actions consistent with college policy (Griffin, 2018; Mawdsley, 2004). Like the rest of the world, these professionals were impacted by onset of the COVID-19 pandemic. Using a border theory lens, I explored how these professionals were affected personally and professionally by the COVID-19 pandemic. This theory holds that individuals have two major life domains-a professional domain and a personal domain (Campbell Clark, 2000). Individuals operate as border-crossers, moving from one domain to the other via borderlands. Borders have varying levels of permeability, malleability, and flexibility based on the specific individual. Borders can be physical, temporal, or psychological and change over the course of an individual's life. I employed interpretative phenomenological analysis (IPA) to understand how community college student conduct professionals constructed and maintained borders between work and family domains when the COVID-19 pandemic resulted in alternative work arrangements. I interviewed eight participants using a phenomenological approach to interviewing (Seidman, 2019). Three superordinate themes emerged from participant data: (1) a sudden shift in professional and personal roles, (2) settling into a pandemic routine, and (3) individual identity mattered to lived experiences during the pandemic. Subsequent recommendations for future research and recommendations for future practice are applicable to border theorists and a wide range of educational leaders.

ISBN: 9798460454013Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Border theory

Border Eclipse: An Interpretative Phenomenological Analysis of Community College Student Conduct Professionals' Roles During the Covid-19 Pandemic.
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245 1 0 $a Border Eclipse: An Interpretative Phenomenological Analysis of Community College Student Conduct Professionals' Roles During the Covid-19 Pandemic.
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520 $a Student conduct professionals serve an important role in the community college setting by ensuring all students exhibit positive behavior and actions consistent with college policy (Griffin, 2018; Mawdsley, 2004). Like the rest of the world, these professionals were impacted by onset of the COVID-19 pandemic. Using a border theory lens, I explored how these professionals were affected personally and professionally by the COVID-19 pandemic. This theory holds that individuals have two major life domains-a professional domain and a personal domain (Campbell Clark, 2000). Individuals operate as border-crossers, moving from one domain to the other via borderlands. Borders have varying levels of permeability, malleability, and flexibility based on the specific individual. Borders can be physical, temporal, or psychological and change over the course of an individual's life. I employed interpretative phenomenological analysis (IPA) to understand how community college student conduct professionals constructed and maintained borders between work and family domains when the COVID-19 pandemic resulted in alternative work arrangements. I interviewed eight participants using a phenomenological approach to interviewing (Seidman, 2019). Three superordinate themes emerged from participant data: (1) a sudden shift in professional and personal roles, (2) settling into a pandemic routine, and (3) individual identity mattered to lived experiences during the pandemic. Subsequent recommendations for future research and recommendations for future practice are applicable to border theorists and a wide range of educational leaders.
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