Understanding barriers to student affairs professionals' engagement in outcomes-based assessment of student learning and development

Abstract

Through the use of a grounded theory approach, this article identifies dimensions that describe why some student affairs/services professionals do not fully engage in implementing outcomes-based assessment of student learning and development in their programs. Many of the reasons for non- engagement may be remedied through professional development; however, the perception of a lack of collaboration within a Division of Student Affairs and across an institution may require more intervention than just professional development.