A Mindful Approach to a Career in Student Affairs Khadish O. Franklin Consultant-in-Residence MACUHO 2011

 Introductions  Mindful Career Model  Retention & Attrition in the Field  Steering Career Paths  Doctorate for Career Success?  Career Planning Model  Questions and dialog

 Attrition from field:  39% - 68%, No difference between specialty areas (Ward, 1995)  Higher among women (Burns,1982)  It starts in Graduate School:  Skills building  Setting realistic expectations (Ward, 1995) (Renn & Jessup-Anger)  “Falling into” Student Affairs (Evans, 1988) (Lorden,1998)  Job opportunities  Many entry level positions, not so many mid-level (Evans, 1988)  Autonomy & Role Stress  Autonomy and recognition of “professionalism” of staff key to satisfaction and retention (Ward, 1995) (Winston & Creamer, 1997) (Tull, 2008)  Role Stress – Ambiguity and Conflict (Ward, 1995) (Tull, 2008)

 Factors that influence path:  Same as in your job search, it is important to know what those are. It’s your path, not the mythical norm’s path.  The “rules” of Higher Education Careers  Don’t Get Pigeon-Holed : Functional Areas  Move On to Move Up : Job Hopping, or Not  Work-Life Balance (or Burnout)  To PhD or not to PhD

 Don’t Get Pigeon-Holed : Functional Areas  The Role of Graduate Assistantships  First Job Out  How to Transition  Move On to Move Up : Job Hopping, or Not  3-5 years..really?  Institutional Considerations  Reputation Management

 Work-Life Balance (or Burnout)  Is Balance Achievable  Role Modeling  Managing Up  To Ph.D. or not to Ph.D.  How to decide  Choosing an institution

 A doctorate may assist with advancement and credibility in student affairs  A professional may be effective and acquire promotions and lateral mobility from within without acquiring a doctorate  Most career advancements for mid-management and upper management require the doctoral credential  Prospective doctoral students without prior experience may not be able to obtain an administrative position in higher education with the doctoral alone

 Common among senior student affairs officers in all types of institutions  Held by 52.4% of senior student affairs officers in a college survey  Most common at public universities and that exception increases with the institution’s size

 The doctorate appears less essential for departmental head positions  The masters was the highest earned for 64.1% of the 1,148 directors and doctorates were weld by only 22.5% of positions such as directors of student life, student services, and student development

 Why We Choose to Enter the Field/Get Master’s  Frame of Mind Leaving the Master's Program  Focus during the 1– 3 Years  Direction during the 3 – 5 Years  Shaping the Future

 Self reflection is the most important aspect of career success. No one knows you like you!  If you can identify your weaknesses & bad habits you can set a plan to address them.  You can use professional feedback as an opportunity to modify behaviors and develop new habits.

 Use your time strategically  Utilize your membership in professional associations  Stay abreast of current research and trends  Research other colleges and universities and functional areas to determine what types of institutions/roles would fit you best

 As you identify the functional areas that interest you begin to talk to professionals in that area.  Ask those in the areas for:  Suggested readings  How they strengthen their skills?  To identify growing experiences they have had  What they wish they had known?

 Most professional roles allow for committee work in other functional areas  Use those to gain experience and exposure in other areas.  Be creative in selecting those experiences if possible. That can include selecting and area outside of a division (ex. Fundraising; Athletics; Financial Aid; etc.)  Diverse experiences can strengthen your resume and separate you from other candidates.

 Ask those at the next level:  What skills they utilize most?  What they wish someone had told them to prepare for the position?  How do they remain motivated?  What skill set they need to develop to advance beyond that position?  What a fair salary should be?

 Name  Current Role  Where do you consider yourself? Early career, mid career, etc.?  Strategies you have thought to employ or have employed in navigating career progression?  How has all of this played itself out in your work with students, staff, colleagues, supervisors, etc.

 Questions, comments  Tips, strategies from small group sharing  Where should the field go next?