Allison Dunn, Lori L. Moore, Krista J. Bailey, Summer F. Odom and Gary A. Briers
Currently, more students receive leadership education from student affairs offerings than academic leadership courses. Using two simultaneous Delphi panels, Group A – 17 student…
Abstract
Currently, more students receive leadership education from student affairs offerings than academic leadership courses. Using two simultaneous Delphi panels, Group A – 17 student affairs managers and Group B – 20 student affairs preparatory program faculty members, this study sought to identify the characteristics of a student affairs leadership educator. While there was agreement (93.8%, n = 32) that student affairs practitioners are leadership educators, there was a disconnect between the two panels in how leadership education should be demonstrated within the context of student affairs. These findings support previous research that student affairs practitioners and preparatory program faculty disagree on the characteristics needed to be a successful student affairs practitioner and expands the impact of these findings into the area of leadership education.
Allison L. Dunn, Gary E. Briers, Lori L. Moore, Summer F. Odom and Krista J. Bailey
Although leadership education typically is not explicitly incorporated into student affairs preparatory programs, student affairs practitioners are expected to facilitate the…
Abstract
Although leadership education typically is not explicitly incorporated into student affairs preparatory programs, student affairs practitioners are expected to facilitate the leadership development of their students. Thus, through two simultaneous Delphi panels, Group A: Student Affairs Practitioners (n=17) and Group B: Student Affairs Preparatory Program Faculty (n=20), this study explored the places or experiences where student affairs practitioners should learn and practice the professional competencies needed to be a student affairs leadership educator. Both expert panels agreed the graduate assistantship was the most important place to learn and practice how to be a leadership educator. Yet these findings demonstrate a gap between research and practice within student affairs preparatory programs. Four recommendations are provided to strengthen the professional preparation of student affairs practitioners as leadership educators.
Allison L. Dunn, Lori L. Moore, Summer F. Odom, Gary E. Briers and Krista J. Bailey
Recent research has shown that student affairs practitioners are characterized as leadership educators by experts in their field, but leadership education traditionally is not…
Abstract
Recent research has shown that student affairs practitioners are characterized as leadership educators by experts in their field, but leadership education traditionally is not part of a student affairs preparatory program, nor is leadership education a commonly discussed professional competency. Using two simultaneous Delphi panels, Group A: Student Affairs Practitioners/Managers (n=17) and Group B: Student Affairs Preparatory Program Faculty/Directors (n=20), this study sought to ascertain the competencies required of entry-level student affairs leadership educators. Between the two panels, 128 unique competencies were identified. Four recommendations are provided to strengthen the professional development of student affairs leadership educators.