Perceptions of Competencies of Entry-level Practitioners in Student Affairs

Kuk, Linda; Cobb, Brian A.; Forrest, Cynthia

doi:10.2202/0027-6014.1863

Cited by 6 publications

(6 citation statements)

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“…Our results support the scholarship of Kuk, Cobb, and Forrest (2007) in that there is a mutual expectation that new professionals be agents of change. However, while professionals may wish to alter the status quo and create change early and often, doing so without proper knowledge can have a negative impact and is perceived poorly by supervisors.…”

Section: Discussionsupporting

confidence: 83%

Georgia Journal of College Student Affairs

Association¹

2013

gcpa

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She holds a doctorate degree in Secondary Education and a Master degree in Higher Education Administration. She completed her Bachelor of Science degree in Technical Education and an Associate of Science degree in Radiologic Technology, all her degrees are from the University of Akron in Ohio. Dr. Marina has actively worked in higher education and Higher education administration as a coordinator for educational centers, an academic advisor, and as an assistant dean. Her career as an educator includes teaching undergraduate students and graduate students, serving as an internship mentor and as a chairperson for dissertations. Dr. Marina's research interests include: Leadership though Mentoring, Women in Leadership, Multicultural Competence in Higher Education, and Global Education Issues. Her publications have included book chapters entitled "Managing Diversity in Communities, Workplaces, and Society" and "International Perspective on Accountability and Accreditation: Are We Asking the Right Questions. A recent publication in the peer-reviewed Journal of Pan African Studies is entitled "Servant Leaders Who Picked Up the Broken Glass". Dr. Marina holds professional affiliations at the state and national level and serves as a speaker and presenter for state, national, and international conferences on issues related to her research. She is married to Frank Marina Jr. They have one adult son, Frank Marina III, daughter-in-law, Shanna and a new grandson Frank IV. In her spare time, she coordinates a mentor program for young girls of diverse backgrounds.

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Section: Discussionsupporting

confidence: 83%

Georgia Journal of College Student Affairs

Association¹

2013

gcpa

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“…A body of literature in the student affairs field focuses on the role of standards and competencies in graduate preparation programs (Cuyjet, Longwell-Grice, & Molina, 2009;Kuk, Cobb, & Forrest, 2007;Kuk & Cuyjet, 2009;Waple, 2006;Young & Janosik, 2007). These guidelines are intended, in part, to help student affairs master's programs to equip their graduates with the basic knowledge and skills expected of new professionals (Kuk & Cuyjet, 2009).…”

Section: Common Standards and Competenciesmentioning

confidence: 99%

Development of Professional Identity Through Socialization in Graduate School

Liddell

Wilson

Pasquesi

et al. 2014

Journal of Student Affairs Research and Practice

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Professional identity is one outcome of successful socialization. The purpose of this study was to understand how socialization in graduate programs contributes to the development of professional identity for new ships between program qualities, standards, activities, and experiences and measures of professional identity. Out-of-class experiences were tions for graduate preparation programs and supervisors are discussed. Socialization in graduate preparation programs is a developmental, two-way process (Tierney & Bensimon, 1996) "through which individuals gain the knowledge, skills, and values necessary for successful entry into a professional career" (Weidman, Twale, & Stein, 2001, p. iii). Through the socialization process, "persons internalize behavioral norms and standards and form a sense of identity and commitment to a professional field" (Weidman et al., p. 6); they transform from outsider to insider. A result of a successful professional socialization process is development of a professional identity. Professional identity is the "internalization of the norms of the profession into the individual's self-image. .. [and] the acquisition of the specific competence in knowledge and skills, autonomy of judgment, and responsibility and commitment of the profession" (Bragg, 1976, p. 11). Failure to become well socialized and develop a professional identity may limit access to or effectiveness in professional roles and, therefore, it is important to understand this process (Ibarra,

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“…Within postsecondary education, the student affairs profession has transformed that influence and presence into -greater productivity and efficiency, increased responsiveness, and enhanced application for university personnel‖ (Bleiklie & Powell, 2005, p. 1). Kuk, Cobb, and Forrest (2007) stressed that -issues regarding changing demographics, shifting economic conditions, increasing accountability, quantifying quality assurance, and demonstrating organizational effectiveness‖ required institutions to take different approaches to understand the profession (p. 668). Because the student affairs profession is an influential stakeholder on university and college campuses, Evans and Williams (1998) proposed:…”

Section: Student Affairs and The Co-curricular Learning Environmentmentioning

confidence: 99%

A Study on Job Satisfaction among Campus Recreation Administrators at Four-Year Public and Private Institutions

Kaltenbaugh

2009

Recreational Sports Journal

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The primary purpose of this study was to investigate aspects of the job that influence job satisfaction among campus recreation administrators. Job satisfaction was measured by the Job Satisfaction Survey (JSS) which consisted of nine subscale measures that relate to employee job satisfaction and strongly examines perceptual and attitudinal variables (Spector, 1997). Participants, consisting of 104 campus recreation administrators, were affiliated with the National Intramural Recreational Sports Association (NIRSA). According to the data, the degree to which campus recreation administrators are satisfied with their job is significant in two subscales. Results from this research suggest that supervision and nature of work were the two highest ranking measures of job satisfaction among campus recreation administrators at 4-year institutions. The second part of the Job Satisfaction Survey requested demographic information. Results from this research suggest that the demographic information was not significant to explain the overall level of job satisfaction.

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Perceptions of Competencies of Entry-level Practitioners in Student Affairs

Cited by 6 publications

References 0 publications

Georgia Journal of College Student Affairs

Georgia Journal of College Student Affairs

Development of Professional Identity Through Socialization in Graduate School

A Study on Job Satisfaction among Campus Recreation Administrators at Four-Year Public and Private Institutions

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