Effective Student Support Works by University Staff:

An Analysis Based on Verbatim Transcripts of a Specific Case

Abstract

  In this study, we examined the capability of university staff to adeptly execute their routine tasks, an area that previous studies have largely overlooked, with a focus on the “student support work” that is universally present in all universities, to determine the characteristics of “skillful” work performance. Accordingly, we created a specific scenario centered on “handling course registration consultations at the counter,” a common student support work. We gathered insights by interviewing 12 mid-career university staff members, transcribing their responses verbatim, and having 5 senior-level faculty or staff members evaluate these responses.

  During our analysis, we developed a “response script,” which codified the distinctive work behaviors observed in each participantʼs role-play, arranged as a sequence of occurrence. Through comparative analysis, we identified behaviors common to many participants, as well as unique behaviors specific to certain individuals. Moreover, we charted the distribution of notably commendable responses and elicited the evaluatorsʼ rationales for their selections to elucidate their evaluation criteria. By juxtaposing evaluation perspectives with actual coded responses and the original transcriptions, we determined the connections between abstract evaluation criteria and tangible work behaviors.

  Our analysis yielded several key findings. First, top-rated responses showcased the proactive approach of “actively seeking methods to meet student desires.” Evaluators interpreted this as the behavior of “offering advice to students.” Second, two prominent “skillful” behaviors were identified when interacting with students: providing precise information and alleviating their concerns. While the ability to provide accurate information can develop with a university staff memberʼs general experience, effectively addressing anxieties requires specific experience in academic affairs.

  This study makes several significant contributions to the academic discourse on university staff performance. First, we introduced and executed a method to identify “skillful” work behaviors among university staff. It is posited that while some of these adept behaviors arise from general experience as a university staff member, others stem from specialized experience in particular areas of operation. This study offers fresh insights into the professional development of university staff. On a practical level, we have pinpointed specific work behaviors that align with the abstract competencies and characteristics previously outlined as essential for academic and student support roles, based on which we offer tangible guidance for those involved in student support work.