Survey of Chief Student Affairs Officers Regarding Relevance of Graduate Preparation of New Professionals

Abstract

The study examines the perceptions of chief student affairs officers at 50 colleges/ universities in order to provide insights into the extent to which preparation programs are effectively preparing new professionals for the field. The results of the study will assist faculty teaching in these programs in future decisions regarding curricula; provide a rich source of information to practitioners interested in the preparation of new professionals entering the field; and delineate specific areas of skill development, knowledge, and personal traits important for advancement in the field. Results indicate that there may be a need to consider additional course work in several content areas.Graduate preparation programs in college student personnel need to be continuously evaluated in order to ascertain the efficacy of curricula as it relates to practice in the field. Both internal and external requirements for evaluation and strategic planning necessitate such a study. It is unclear whether graduate programs in student affairs have been satisfactory in preparing student affairs administrators in the rapidly changing environment of higher education.

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

“…Additionally, the ability to conduct applied research in the form of program evaluation is becoming increasingly important as student affairs professionals are required to provide evidence that demonstrates the effectiveness of their programs (Upcraft, 2003). The inclusion of technology and program evaluation responsibilities may not be surprising, for theorists have noted these changes (Herdlein, 2004;Lovell & Kosten, 2000). However, serving as a university representative appears to be a new responsibility not noted in prior research.…”

“…On the other hand, collaboration, consultation, multicultural competency, group facilitation, conflict resolution/mediation, supervision, and crisis intervention represent advanced counseling/human relations competencies not generally addressed in graduate training (Lovell & Kosten, 2000), but which are directly tied to the responsibilities identified by the participants (see Table 2). These advanced counseling/human relations competencies represent a significant change in expectations of new professionals, for prior research has not generally yielded the number of specific counseling/human relations skills that were identified in this investigation (i.e., Herdlein, 2004;Kretovics, 2002;Lovell & Kosten, 2000;Newton & Richardson, 1976;Ostroth, 1981). Perhaps these results are a reflection of the changing needs of students or the increasing demands on student affairs professionals in a competitive postsecondary education environment.…”

“…For example, studies have examined faculty and administrator perceptions of graduate school training in student affairs (Beatty & Stamatakos, 1990), expectations regarding new professional competencies (Newton & Richardson, 1976;Ostroth, 1981), perceived functions and responsibilities of middle-level student affairs administrators (Baier, 1992;Gordon, Strode, & Mann, 1993), and college/university presidents' expectations of competencies among senior student affairs officials (Lunsford, 1984). Despite these investigations, Pope and Reynolds (1997) noted that the literature "reveals no consensus about core competencies for students affairs practitioners" (p. 268), a perspective recently echoed by Herdlein (2004) and Lovell and Kosten (2000).…”

“…In a recent study not included in Lovell and Kosten' s (2000) metaanalysis, Herdlein (2004) surveyed 50 chief student affairs officers' perceptions regarding the relevance of graduate preparation for new professionals. In relation to skills participants perceived as essential to student affairs practice, participants endorsed management skills most frequently, particularly those skills of budgeting, collaboration, leadership, and writing abilities.…”

“…Finally, legal issues, ethical standards, and ethical decision-making models have progressively been emphasized in student affairs practice (Fried, 2003), although these areas of practice did not emerge as important in prior investigations (Herdlein, 2004;Newton & Richardson, 1976;Ostroth, 1981). These recent developments in student affairs practice may have influenced common knowledge about the professional practice of student affairs, and competency is conceptualized in the profession.…”