journal_vol49no3 - 61

A Cog in the Machine
Data Analysis
ATLAS.ti was used to organize and code the data. We conducted data analysis while
simultaneously collecting data. We uploaded relevant documents to ATLAS.ti and sent
each participant a copy of their transcript, excluding the non-verbal communication
notes, to engage in member-checking (Patton, 2015). We read through transcripts and
documents multiple times, identifying units of meaning which were grouped under
the applicable frameworks or compiled in an " other " category consisting of salient
pieces of data (Patton, 2015). A within-case analysis was conducted for each site before
a cross-case analysis was conducted; both involved coding the data for the intersections
of Manning's (2017) bureaucratic, organized anarchy, and spiritual frames and
the WHO (1958) physical, mental, and social dimensions, as well as identifying other
relevant ideas.
FINDINGS
Participants across all sites discussed how systems and structures in place made their
work hard to do at times and that there were some elements of the work that were
beyond the control of even their departmental leadership. Contributing to this is the
expectation that resident directors must be all things to all people (e.g., residents); this
idea is fostered in part by their campus partners not understanding the critical roles
that RDs have. Finally, participants overwhelmingly valued the relationships they had
with colleagues and leadership, which helped them keep perspective when they felt
frustrated with decisions made. The themes identified through cross-case analysis in
light of Manning's (2017) frameworks follow.
A Bureaucratic Structure Leads to Work Compounding at the Bottom
Consistent throughout the interviews was the recognition that the demands placed
on staff who are supporting students in distress takes a toll on their own well-being.
Participants talked about their institution's emphasis on implementing a robust crisis
protocol that provides comprehensive support to students in crisis and afterwards. For
some live-in staff, serving as a crisis responder contributed most to their feelings of
burnout. Resident directors bear the brunt of challenging work in supporting students
who may be experiencing suicidal ideation, depression, sexual assaults, or other crises.
The rise in mental health needs among college students in recent years contributes to
RDs supporting students even more frequently, thus impacting their well-being. As
one resident director explained,
I think the crisis part of housing and serving on call has a huge role with the burnout . . . I
say that because it often gets put on on-call staff to do everything. It just seems so often
that people are willing to allow people who are live-in on-call staff members to [have their
safety put] at risk . . . because, " We need someone to be there " . . . . Yes, we need to have
safety on campus, we need to maintain the students' well-being, but " What about ours
(resident directors)? "
58 The Journal of College and University Student Housing

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