National Association of Student Personnel Administrators (NASPA)2010 Annual ConferenceChicago, IL

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

Call for Accountability

Attrition Rates

Define Cohesion or Divide

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

The purpose of this study was to compare the perspectives of senior student affairs officers (SSAOs) with those of faculty teaching in student affairs preparatory programs regarding expected competencies of entry-level student affairs professionals.

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

Entry-level competencies (Burkard, Cole, Ott, & Stoflet, 2005; Herdlein, 2004; Kuk, Cobb, &

Forrest, 2007; Lovell & Kosten, 2000; Waple, 2006)

Outcomes in graduate preparation programs (Hickmott & Bresciani, under review)

Faculty perceptions

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

What competencies do SSAOs and faculty deem to be important?

What are the differences in SSAOs and faculty competency expectations?

What are the differences between desired competencies and currently possessed competencies?

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

Survey Methodology Creswell (2008) Design Piloting

Population Sampling NASPA – Student Affairs Administrators in

Higher Education

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

Sample

Sample Population 98 of 275 Senior Student Affairs Officers (35%) 42 0f 125 Faculty Member (33.6%) 140 of 400 Overall (35%)

Limitations

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

Descriptive Statistics

T-Tests

Chi-Square Cramer’s V

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

Highly Desired

Non-desired

Currently Possessed

Not Currently Possessed

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

Findings – Chi Square - Cramer’s V Between “Desired” and “Currently Possessed”

Knowledge – Much larger than typical Managing fiscal resources Assessment methods Legal standards

Knowledge – Larger than typical Management, Administrative, Organizational, and

Leadership Theories Group Dynamics and Function Ethical Standards

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

Findings – Chi Square - Cramer’s V Between “Desired” and “Currently Possessed”

Skill – Much Larger than Typical Implement and Design Assessment Strategies Manage resources Manage conflict and Collaborate Communicate in written word

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

Findings – Chi Square - Cramer’s V Between “Desired” and “Currently Possessed”

Skill – Larger than Typical Oral Communication, Problem Solving, and

Critical Thinking Advising Developing Resources Identifying Trends Promoting Student Learning Interpreting Research

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

Findings – Chi Square - Cramer’s V Between “Desired” and “Currently Possessed”

Disposition – Larger than Typical Self- reflection and self-awareness Articulating and Demonstrating Values and

Personal Style of Leadership Collaboration Commitment to Student Centered-Learning

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

T-Tests – Faculty Desired More

Organizational structure within student affairs Student development theories Diversity related issues Apply theory to practice Promote student learning Communicate effectively in spoken word Demonstrate commitment to student-centered learning Dedicated to social justice Show willingness to collaborate with university members with

SSAOs

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

T-Test – SSAOs thought Students Possessed More Knowledge of historical development of

international higher education Ability to conduct research

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

Faculty and SSAOs have nearly the same expectations for desired and currently possessed competencies

However, there are large differences between those competencies that are desired overall and those that are actually possessed

Gaps identified are not surprising given the amount of research and the current conversations concerning competencies of professionals

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

Recommendations

Graduate Preparatory Programs could do more to address assessment, legal, resource management, collaboration, managing conflict, and writing.

Professional development, especially that for entry-level professionals, should also focus on those areas.

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

Burkard, A., Cole, D. C., Ott, M., & Stoflet, T. (2005). Entry-level competencies of new student affairs professionals: A delphi study. NASPA Journal, 42(3), 283-306.

Herdlein, R. J. III. (2004, Fall). Survey of chief student affairs officers regarding relevance of graduate preparation of new professionals. NASPA Journal, 42(1), 51-70.

Hickmott, J. & Bresciani, M. J. (under review). Examining learning outcomes in student personnel preparation programs.

Kuk, L., Cobb, B., & Forrest, C. (2007). Perceptions of competencies of entry-level practitioners in student affairs. NASPA Journal, 44(4), 664-691.

Lovell, C. D., & Kosten, L. A. (2000). Skills, knowledge, and personal traits necessary for success as a student affairs administrator: A meta-analysis of thirty years of research. NASPA Journal, 37(4), 553-

Waple, J. N. (2006). An assessment of skills and competencies necessary for entry-level student affairs work. NASPA Journal, 43(1), 1-18.

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

Questions

Contact Information

Amy Swen (swen@up.edu)Jessica Hickmott (jessicahickmott@weber.edu)Marilee Bresciani (mbrescia@mail.sdsu.edu)John Hoffman (jhoffman@fullerton.edu)Rey Monzon (rimonzon@mail.sdsu.edu)

Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

Citation for this Presentation

Swen, A.M., Vong, L., Brown, K., Anan, B., Bresciani, M.J., Hickmott, J., Hoffman, J.L., and Monzon, R. (under review). A Comparison of Senior Student Affairs Officers and Student Affairs Preparatory Program Faculty Expectations of Entry-level Professionals’ Competencies.