Professional competencies for entry-level student affairs professionals

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.