1. PROFESSIONALIZING STUDENT AFFAIRS: Implications for Student Development Practitioners 2015 NASDEV Conference DURBAN

2. Introduction Are student affairs practitioners’ professionals practicing theory and having the tools of the profession or are they just administrators (Arvidson and Baier, 2003)?

3. Student affairs field Made up of separate speciality disciplines e.g. counselling, student health, student development and student governance amongst others. Interrelated in that they all involve working with students outside the classroom setting Counselling and health are already being accepted as professions. Student development and student governance are not professions. Should pursue the professional status for only student development and student governance.

4. Professionalisation The biggest challenge facing the field of student affairs is professionalization, which means that it cannot be business as usual. In the discussions about professionalizing student affairs field, the consensus is that a successful student affairs practitioner is an individual that possesses an undergraduate qualification (Waple, 2014: 1). Leigh (2013) defines professionalisation as a process where an ordinary employment changes from being a common activity to achieving the status of a profession. The process involves three areas i.e being responsible for meeting the demands of the market, undertaking higher educational qualifications and engaging in essential specialists training in order to equip professionals with advanced knowledge. So linking knowledge and qualifications is very important in shaping the professional status (Bedoe, 2011). A profession is given the status, privileges and financial rewards on the assumption that its members are dedicated and are proficient.

5. Characteristics of a profession A profession is characterised by a shared body knowledge acquired through a lengthy period of education SALGA (2013). There is a presence of an organisation that verifies the expertise of its members. There is a set standard of performance. High societal status and legitimacy Specific norms and codes of ethics Self-control by professional association

6. Curriculum What constitutes a proper curriculum in student affairs remains a controversial topic. No agreement appears to be available in terms of which competencies should be built into the student affairs curricular. However, in trying to answer the above statement, Nkonoane (2015) proposes a curriculum that includes the following: Educational psychology Research methodology Inclusive Education

7. Curriculum….. Student development Services in Higher education Foundations of Higher education and Education Law Higher education Administration Higher Education Leadership and Management Studies Philosophical Foundations of Student Affairs Practice Theories of Student development in Higher Education

8. Implication for student development Practitioners Framework towards professionalisation Education Norms and standards Codes of ethics Register with a professional organisation

9. References Arvidson, C. & Baier, J.l. (2003). Credentialing the student affairs professional: Another viewpoint. College student services journal of Research and practice 1(1): 35-54 Beddoe, L. (2011). Health social work: professional identity and knowledge. Qualitative social work 12(1): 24-40 Leigh,J.T.(2013). The process of professionalisation: Exploring the identities of child protection social workers. Journal of social work: 1: 1- 19 Nkonoane, M.J (2015). Towards professionalising student affairs practice in SA Higher Education institutions. Presentation made at NASDEV Winter School 15 June 2015.

10. References…… SALGA. (2013). Professionalisation framework for local government. Speckman, M, and Mandew. (2014). (eds). Perspectives on Student Affairs in South Africa’ South Africa: African Minds Waple, J.N. (2014). An assessment of skills and competencies necessary for entry level student affairs work, journal of student affairs research and practice, 43(1): 1-18

11. QUESTIONS

12. THANK YOU