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dc.contributor.advisorRhoades, Garyen_US
dc.contributor.authorOusley, Melissa D.
dc.creatorOusley, Melissa D.en_US
dc.date.accessioned2013-04-11T09:03:20Z
dc.date.available2013-04-11T09:03:20Z
dc.date.issued2003en_US
dc.identifier.urihttp://hdl.handle.net/10150/280376
dc.description.abstractRestructuring student services from a silo model to a one-stop model requires a paradigm shift in philosophy by training specialists to be generalists. These generalists must have a greater breadth of knowledge to provide a wider range of services. Although they are not required to have complete knowledge of the department and college, generalists are required to know enough to provide general services, as well as make referrals. However, the perceptions on the effectiveness of the model may differ when viewed through the perspective of administrators versus the perspective of staff. Because of this, the cultural and interpersonal implications of departmental integration can be a challenge.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectEducation, Community College.en_US
dc.subjectEducation, Higher.en_US
dc.titleCoffee pots and clocks: Cultural challenges to organizational change in higher educationen_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.identifier.proquest3107027en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineHigher Educationen_US
thesis.degree.namePh.D.en_US
dc.identifier.bibrecord.b44666354en_US
refterms.dateFOA2018-09-05T10:53:47Z
html.description.abstractRestructuring student services from a silo model to a one-stop model requires a paradigm shift in philosophy by training specialists to be generalists. These generalists must have a greater breadth of knowledge to provide a wider range of services. Although they are not required to have complete knowledge of the department and college, generalists are required to know enough to provide general services, as well as make referrals. However, the perceptions on the effectiveness of the model may differ when viewed through the perspective of administrators versus the perspective of staff. Because of this, the cultural and interpersonal implications of departmental integration can be a challenge.


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