Effective Leadership Decision-Making

in Addressing the Achievement Gap

Professional Competencies in Student Affairs

College of Education ColloquiumJohn L. Hoffman, Ph.D.

• Leaders in addressing access and equity• Emergent scholarship addressing competencies

The Student Affairs Context

Identifying Competencies Evaluating Competencies

• ACPA & NASPA (in press)• ACPA (2008)• Burkard, Cole, Ott & Stoflet (2005)• CAS (2006)• Hickmott & Bresciani (in press)• Lovell & Kosten (2000)

• Cuyjet, Longwell-Grice, & Molina (2009)

• Herdlein III (2004)• Kuk, Cobb, & Forrest (2007)• Waple (2006)

Three Studies

• Survey Design– n = 400; 275 SSAOs and 125 faculty– Rated 51 discrete knowledge, skill, and

dispositional competencies as “desired” for and “currently possessed” by new professionals

• Mixed Methods/Mixed Model Design– Modified grounded theory examination of 100

student affairs job postings–Coding and analysis of 1,768 job postings–One general study, one assessment focused

Survey Results

• Desired Competency: No differences for 49 of 51 discrete competencies

• Currently Possessed Competency: No differences for 42 of 51 competencies

• Most significant gaps:• Fiscal management• Assessment methods• Conflict management

• Collaboration skills• Legal standards• Written communication• Application of theory to

practice

Mixed Model Results - Assessment

• Strong emphasis on leadership, collaboration, and training skills as well as on fundamental research and evaluation skills

• Assessment skills required most often in New Student Programs, Multicultural Services, and Student Activities

• Assessment skills required least often in Residence Life, Health and Wellness, and

Counseling

Mixed Model Design - Competencies

• Advising– High for career services– Low for S.A. admin.

• Assessment – Low for residence life

• Communication– High for career services– Low for student activities

• Diversity– Low for student

activities

• Fund raising– High for multicultural

• Legal issues– High for S.A. admin. and

residence life– Low for career services

• Teaching/Training– High for residence life– Low for S.A. admin.

• Technology– High for career services

Mixed Model Design - Competencies

Jobs Requiring Higher Levels of Education…

…Required More:– Advising Skill– Assessment Skill– Diversity Skill– Knowledge of History

and Philosophy– Interpersonal Skill– Leadership Skill

– Teaching/ Training Skill

Jobs Requiring Greater Levels of Experience…

…Required More:– Assessment Skill– Communication Skill– Diversity Skill– Interpersonal Skill– Leadership Skill

…Required Less:– Advising Skill– Teaching/Training Skill

Achievement Gap Implications

• Extend multicultural competencies to entry- level as well as senior level student affairs professionals

• Institutionalize funding for multicultural programs and services

• Assessment – a hidden opportunity