Senior outreach and engagement officers: constructing knowledge of an emerging role

Abstract

As higher education institutions adapt to evolving environments and stakeholder expectations, new campus roles have emerged. This study focuses on the senior outreach and engagement officer (SOEO), a leadership role that has grown more prevalent over the last two decades. The study is situated within a body of higher education community engagement research which has documented the growth, professionalization, and conceptualization of leadership roles in this field over the last forty years. Using qualitative data collection and analysis, this study constructs knowledge about the SOEO role, emphasizing the defining characteristics, competencies, and behaviors of those who occupy these positions. The research employs multiple case study methods, analyzing interview data and documentary evidence from twelve SOEOs at public universities across the United States. The findings are examined through two conceptual frameworks: the Preliminary Competency Model for Community Engagement Professionals, and the Boundary Spanning Model. Key themes reveal the primary role orientations of SOEOs, the concentration of role competencies by functional area, and the latent functions of the position. The study highlights challenges such as role ambiguity, shifting institutional priorities, and the need for alignment with senior leadership, particularly university presidents. By providing a detailed examination of the SOEO role, this study offers insights into the competencies required for effective performance and suggests implications for professional development and succession planning within higher education community engagement. The findings underscore the critical importance of SOEOs in advancing the public engagement mission of their institutions and call for continued research to support the professionalization of this emerging role.