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How to Improve the Work Engagement of Student Affairs Educator—— Analysis Based on Management Theory

Xunheng Long

Abstract


SAE are an important part of college teachers and education management team. Due to there are not enough formal jobs of SAE, many colleges and universities employ non-institutional SAE, the working enthusiasm of non-institution SAE groups is generally low. It is necessary to adhere to the principles of combining openness and justice, combining material incentive with spiritual incentive, and combining incentive with punishment, so as to motivate people with treatment, motivate people with emotion, motivate people with achievement, motivate people with rewards and punishments, and improve the overall work effi ciency of counselors.

Keywords


Non-institution establishment; A counselor; Motivate; Equity theory

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References


[1] Winston, R. B., Creamer, D. G., & Miller, T. K. (2013). The professional student affairs administrator: Educator, leader, and manager. Routledge.

[2]Miller, T. K., & Winston Jr, R. B. (1991). Administration and Leadership in Student Affairs. Actualizing Student Development in Higher Education. Accelerated Development, Inc., Publishers, 3400 Kilgore Ave., Muncie, IN 47304-4896.

[3]Li Yongshan. (2013). Research on the career development process and implications of student affairs managers in American universities (Doctoral dissertation, Hefei: Hefei University of Technology).

[4] Yang Xiaohui. (2018). higher education “Three complete education”: Theoretical implications, Practical problems and practical paths. Higher education in China, 18(6).

[5] Clevenger, A. D. (2015). Experiential Education as a Framework for Student Affairs’ Educator Role. Journal of Student Affairs, 24, 59.

[6] Reece, B. J., & Rish, R. M. (2020). A Critical Literacy Approach to Student Affairs Education. Journal of Critical Scholarship on Higher Education and Student Affairs, 5(3), 3.




DOI: http://dx.doi.org/10.18686/ahe.v7i32.11825

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