DIFFERENCES IN STUDENT AFFAIRS PERCEPTION OF ASSESSMENT CULTURE AS A FUNCTION OF YEARS IN HIGHER EDUCATION
To better inform key stakeholders in student affairs divisions, an investigation was conducted to determine whether student affairs perceptions of assessment culture varied according to years of experience in higher education. A quantitative study was conducted to determine whether years of experience in higher education have any effect on the dependent variables (a) Clear Commitment to Assessment; (b) Assessment Communication; (c) Connection to Change; (d) Fear of Assessment (Fuller, 2013; Fuller & Lane, 2017; Fuller & Skidmore, 2014; Fuller et al., 2016). A stepwise sequential linear regression was used to examine the correlation between the independent and dependent variables to determine if any of the dependent variables could be predicted. The results indicated that Time as a Student Affairs Member had an effect on two of the four dependent variables regarding the perception of assessment culture. However, in future experiments, researchers should examine the effect of reported variations. Additionally, the discussion on how to use the findings of this study includes suggestions for additional research on this topic.