TOWARDS PROFESSIONALIZING STUDENT AFFAIRS PRACTICE IN SA HIGHER EDUCATION INSTITUTIONS NASDEV WINTER SCHOOL 19 JUNE 2015 Dr MJ Nkonoane Deputy Campus Manager

OUTLINE Introduction Literature Review Methodology Results of the Study Conclusion and Recommendations

INTRODUCTION Discussion about and action towards professionalizing student affairs (e.g., the leadership and management of practitioners, and the delivery of programs and services) began at the national level in 1996 with the National Commission on Higher Education (Harper, 2004).   Also in this movement was the establishment of the South African Association of Senior Student affairs Professionals (SAASSAP) and the National Association of Student Development Practitioners (NASDEV) (Bodibe, 2008). The need to professionalize student affairs practice continues to be part of discourse at annual national conferences of the aforementioned associations.

LITERATURE REVIEW Blimling (2001)Student affairs practitioners require the disposition, philosophy, formal and informal knowledge that unite student affairs to its fundamental purpose Study conducted to determine the need for capacity building among student affairs practitioners Student affairs profession continues to be viewed as an immature profession due to lack of professional development opportunities Cuyjet, Longwill-Grice & Molina (2009)- There is neither a single way to prepare professionals, nor a definitive set of professional standards Herdlein(2004) questions the adequacy of graduate programs in the rapidly changing environment of HE in USA

LITERATURE REVIEW…cont. Student Affairs in South Africa has historically served the role of conflict management, especially with the Student Representative Councils (SRCs), who were at one time seen as enemies of the state (Bodibe, 2008). Effectively student services practitioners became de facto gatekeepers for apartheid higher education policies (Mandew, 2003). Mandew (2003) – There is no articulated philosophical framework or explicit theory that informs practice in the field of student affairs in South Africa Bodibe (2009)-No set qualifications for staff-upper level managers may have advanced degrees but entry-level practitioners seldom have degrees related to the practice Masters programme at UKZN & Ph D at UWC

METHODOLOGY This study used Sequential Exploratory Triangulation, where interviews were conducted first with a sample of convenience; and the adapted questionnaire was then administered to a wider pool of 150 student affairs practitioners conveniently sampled from the membership databases of both SAASSAP and NASDEV. Pertinent questions were formulated and expressed for the qualitative section of the study For the quantitative section of the study hypotheses were formulated to determine the relationship(s) between and amongst the independent variables of the study: which are male and female student affairs practitioners, senior and junior student affairs practitioners, and professionally trained and non-professionally trained practitioners The results of the study supported current research that there is a need for capacity building for student affairs practitioners responsible for student governance.

RESULTS OF THE STUDY Section A Qualitative The interview schedule (Appendix 4) entailed the following six questions which were extrapolated from the main research questions and objectives of the study. The questions are:  Interview Question 1: To what extent are student affairs practitioners professionally prepared to effect sound student governance practice? Interview Question 2: How can student affairs professionals be better equipped to enhance student governance in higher education institutions? Interview Question 3: What are your views regarding an establishment of professional competencies in student affairs?

RESULTS OF THE STUDY…cont. Interview Question 4: What are your perceptions of the relevance of participation in continuing professional development system?   Interview Question 5: What are your views regarding the current employment practices of student affairs practitioners in South African higher education institutions, especially with regard to student governance? Interview Question 6: What is the nature of discourse on the need to professionalize student affairs practice, especially in NASDEV/SAASSAP?

RESULTS OF THE STUDY Interview Questions 1   All nine interviewees confirmed that there is currently no formal preparation programme for student affairs practitioners responsible for student governance at higher education institutions in South Africa. However, there was further concurrence among all the interviewees that professional preparation for student affairs practitioners is placed in the areas of student counselling, student health services, judiciary services, and social work, where it is also mandatory to register with professional or regulatory bodies. However, all interviewees concurred that the aspect of being trained as a professional student affairs practitioner per se is non-existent.

RESULTS OF THE STUDY 2   There was concurrence among all interviewees that a more formal professional preparation programme needs to be developed However, institutions need to inject more financial resources into student affairs to enhance student development programmes carried out by student affairs practitioners. All interviewees were of the view that student affairs practice plays an equally significant role in ensuring that students attain their academic goals, and thereby play an important supportive role in the enhancement of the academic project 3 All interviewees endorsed the idea of instituting professional competencies in student affairs for the purpose of enhancing professional practice.

RESULTS OF THE STUDY 4   Interviewees concurred with the interviewer that a continuing professional development programme should be designed and applied in the institutions of Higher Education. Nevertheless, the interviewees maintained that: Such programme should be mandatory for enrolment by all practicing student affairs practitioners; and, That such enrolment and success in the programme; should be amongst criteria for renewal of tenure and promotion. 5 All interviewees felt that a more rigorous approach to talent management should be adopted, with a specific focus on appropriate development plans for entry-level student affairs practitioners and thereby enhancing performance management processes. Competency-based selection processes should also be adopted in order to ensure the balance between the twin challenges of equity and excellence. 6 All interviewees were emphatic about the importance of NASDEV and SAASSAP organisations being in collaboration with organisations such as ACPA and NASPA which have made enormous strides in the field of student affairs practice.

SECTION B QUANTITATIVE RESULTS OF THE STUDY SECTION B QUANTITATIVE 4.3.3.1 Demographics   The three major demographics that constitute the independent variables are Gender, Experience, and Level of Training. Other demographics that appealed to the researcher for the contribution they might render are: University type, University Location, Student Enrolment.

RESULTS OF THE STUDY Gender Frequency Percent Valid Percent Cumulative Percent Female 63 56.3 Male 49 43.8 100.0 Total 112  

RESULTS OF THE STUDY Table 4.4(a): Work designation Designation Frequency Percent Valid Percent Cumulative Percent Dean of Students 12 10.7 Director 23 20.5 31.3 Assistant Director 9 8.0 39.3 Student Development Officer 50 44.6 83.9 Other 18 16.1 100.0 Total 112  

RESULTS OF THE STUDY Employment Duration Frequency Percent Valid Percent Cumulative Percent A year or less 19 17.0 2 to 3 years 33.9 3 to 5 years 21 18.8 52.7 More than 5 years 53 47.3 100.0 Total 112  

RESULTS OF THE STUDY Table 4.5: Training Highest Qualification Frequency Percent Valid Percent Cumulative Percent Certificate 2 1.8 Diploma 9 8.0 9.8 Bachelor's Degree 26 23.2 33.0 Hons 35 31.3 64.3 Masters/Doctorate 40 35.7 100.0 Total 112  

ACPA-NASPA ESSENTIAL COMPETENCIES FOR STUDENT AFFAIRS PRACTITIONERS Advising and Helping Assessment, Evaluation, and Research Equity, Diversity, and Inclusion Ethical Professional Practice History, Philosophy, and Values Human and Organizational Resources Law, Policy, and Governance Leadership Personal Foundations Student Learning and Development

PROPOSED CAPACITY BUILDING MODEL Student Affairs Competency Areas Curriculum 1. Advising and Helping Educational Psychology 2. Assessment, Evaluation and Research Research Methodology 3. Equity, Diversity, and Inclusion Inclusive Education 4. Ethical Professional Practice Ethics 5. History, Philosophy, and Values Student Development Services in Higher Education 6. Human and Organizational Resources Foundations of Higher Education and Educational Law Higher Education Administration 7. Law, Policy, and Governance 8. Leadership Higher Education Leadership and Management Studies 9. Personal Foundations Philosophical Foundations of Student Affairs Practice 10. Student Learning and Development Theories of Student development in Higher Education

RECOMMENDATIONS FOR FUTURE RESEARCH Research should also be conducted by gathering input from the leadership of student affairs organizations such as SAASSAP and NASDEV. According to Lunceford (2010) the 2010 National Survey of South African Student Affairs Practitioners which was commissioned by SAASSAP confirmed the need for formal preparation programs for student affairs practitioners. Student affairs modules have been offered as a specialization in the higher education programs at the University of KwaZulu-Natal (UKZN) and in the former Policy Analysis, Leadership and Management (PALM) program at the University of Western Cape (UWC) (CHET, June 2006). In January 2011, the UWC and California State University, Fullerton (CSUF) began their first cohort in a Ph. D program in Student Affairs at UWC

Thank you Contact details Dr MJ Nkonoane Deputy Campus Manager Tel.: 057-9103505 E-mail: jnkonoan@cut.ac.za www.cut.ac.za | Bloemfontein (051) 507 3911 | Welkom (057) 910 3500