Entry-Level Competencies of New Student Affairs Professionals: A Delphi Study

Abstract

The study examines the perceptions of 104 mid- and senior-level student affairs administrators of positions, responsibilities, competencies, and theories important for professional practice for new student affairs professionals. In regard to competencies, the results of this study provide important information about preprofessional abilities that are integral to professional practice, and participants also identified several competencies not identified in prior research that may be important to positions involving high contact with students. These results, then, provide vital information for curriculum development in graduate preparation programs and for professional development training for new professionals.

LEADERSHIP EDUCATION BEYOND THE CLASSROOM: Characteristics of Student Affairs Leadership Educators

“…However, there were differences between the two groups in who was meant by 'student leaders, ' how leadership education should be demonstrated in a student affairs context, and who should be mentored. These differences support previous research that student affairs practitioners and preparatory program faculty view effectiveness within the profession differently and serve different roles in the preparation of student affairs practitioners (Burkard et al, 2005;Herdlein et al, 2013;Kuk et al, 2007).…”

“…As the professionals who work most closely with entry-level student affairs practitioners, student affairs managers provide a unique perspective of the characteristics needed to be successful as an entrylevel student affairs practitioner. As Burkard, Cole, Ott, and Stoflet (2005) noted, "no one may be better positioned to help us understand the necessary entrylevel competencies of a student affairs professional than those individuals who recruit, select, hire, and supervise such staff members" (p. 286).…”

Student Affairs Professionals' Self-report of Multicultural Competence: Understanding Awareness, Knowledge, and Skills

“…Given the argument that student affairs professionals who are training future students affairs personnel need to educate students about multicultural issues and clearly articulate minimal expectations regarding knowledge and skills (Burkard et al, 2005;King & HowardHamilton, 2003), the findings of this study support the need to infuse characteristics into the training and curriculum of students in student personnel programs. Rather than having student affairs professionals first experience multicultural interactions and begin to consider students' cultural context in initial meetings (i.e., on-the-job learning), developing a formalized classroom curriculum that addresses interpersonal, intrapersonal, and cultural dynamics, while focusing on awareness and knowledge to maximize skills development, could be 658 Brought to you by | National University of Singapore -NUS Libraries Authenticated Download Date | 6/29/15 4:15 AM implemented.…”

“…By returning to the historical roots of higher education (see Komives, Woodard & Associates 1996), students affairs professionals should incorporate continuing education credits to maintain minimum competencies and ensure yearly evaluations and promotion consideration. As the field of student affairs works to be recognized as a career and not a job or position, emphasis on training and minimal standards of competencies are warranted (Burkard, Cole, Ott, & Stoflet, 2005). For example, establishing formal ACPA standards and guidelines that would determine core training areas that are held as accountable accreditation domains for graduate training programs could be established.…”

Using the QFD Matrix as a Major Continuous Improvement Tool to Improve Organizational Quality

“…First, HEI units working directly with learners (potential students) and enrolled students do not always have the requisite evaluation and research skills, let alone possess a quantitative methodology background required to be interested in or adequately perform a full or even modified form of QFD. While skills to perform evaluation have been identified as important for these types of units for some time, these skills are deemed to be of lesser importance than working directly with learners and students (Burkard et al, 2005). This is an issue shared with HEIs wanting to establish an analytics framework for themselves either at the institutional or unit levels.…”