Expectations of SSAOs and Faculty for Entry-Level Professionals

1. National Association of Student Personnel Administrators (NASPA) 2010 Annual Conference Chicago, IL Expectations of SSAOs and Faculty for Entry-Level Professionals Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

2. Significance of the Study • Call for Accountability • Attrition Rates • Define Cohesion or Divide Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

3. Purpose of the Study • 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

4. Literature Revieweviewof Literature • 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

5. Research Questions • 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

6. Methodology • 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

7. 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

8. Data Analysis • Descriptive Statistics • T-Tests • Chi-Square • Cramer’s V Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

9. Findings – Descriptive Statistics • Highly Desired • Non-desired • Currently Possessed • Not Currently Possessed Amy Swen, Marilee Bresciani, Jessica Hickmott, John Hoffman, and Rey Monzon

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. Discussion • 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

17. 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

18. References • 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

19. 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

20. 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.