Professional competencies for entry-level student affairs professionals

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Title: Professional competencies for entry-level student affairs professionals
Author: Henry, Judith
Abstract: The purpose of this study was to identify what entry -level student affairs professionals perceived as their current level of expertise with regard to specific professional competencies and whether or not they needed continued development for each competency . Additionally , the study sought to determine whether significant relationships existed between selected respondent characteristics and professional development needs . The population surveyed included 246 full -time , entry -level student affairs professionals from public four -year institutions in Texas . Usable responses were received from 191 (77 .6 % ) of these professionals . Descriptive statistics were used to analyze and present a portion of the data . Chi -square statistical tests were employed to determine the significance of relationships for the remainder of the data . Of the 26 competencies , a majority of the respondents rated their current level of expertise as high in the areas of : interpersonal relations and communication skills , decision -making , leadership skills , working well with diverse groups , working cooperatively with others , understanding functions of work , and internalizing professional standards /ethics . Respondents indicated a need for continuing professional development in the following competencies : recognizing legal implications , recognizing special needs of ethnic minorities , displaying familiarity with professional literature , evaluating group dynamics , and formulating and interpreting policy . Few significant differences were found between the current level of expertise and the need for continuing professional development . Independent variables such as sex , age , highest degree , job function , length of time in the position , and the next desired position were not associated with significant differences in the perceived professional development needs of respondents . The professional development activities most preferred by the respondents were : conferences , discussions with colleagues , workshops /seminars , and mentor relationships . Based on the findings , conclusions included the following : (1 ) The non -significant , statistical test results indicate similarity of need for continuing development regardless of respondent characteristics ; (2 ) Entry -level student affairs professionals indicate a sense of competence about their capabilities ; and (3 ) Respondents are concerned with continuing their professional development .
URI: http : / /hdl .handle .net /2346 /16566
Date: 1985-08


Professional competencies for entry-level student affairs professionals. Doctoral dissertation, Texas Tech University. Available electronically from http : / /hdl .handle .net /2346 /16566 .

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