Using Professional Competencies in a Global Context to Mentor the Next Generation of Professionals
- 1. Using Professional Competencies in a Global Context to Mentor the Next Generation of Professionals Harris Wooten, D., Kruse, T., Schreiber, B., & VanSurksum, A. (2016). Using Professional Competencies in a Global Context to Mentor the Next Generation. Presentation, NASPA International Symposium-Indianapolis, IN.
- 2. Presentation Agenda Our Goal: discuss the connection between competency development and career progression for emerging professionals and the importance of mentoring in both informal and formal methods. Intro to NAFSA and ACPA/NASPA Competency Frameworks Global Perspectives on Mentoring Helping to Shape Future Leaders Successes and Challenges Resource Sharing
- 3. Amy VanSurksum : Amy.Vansurksum@glasgow.ac.uk • International Officer for the USA Midwest & Northeast • University of Glasgow, Scotland Birgit Schreiber: birgitschreiber@sun.ac.za • Senior Director for Student Affairs • Stellenbosch University, South Africa Tadd Kruse: TKruse@auk.edu.kw • Assistant to the President for Inst. Planning & Effectiveness • American University of Kuwait Dawn Harris Wooten: dawnw@nafsa.org • Associate Director for International Student/Scholar Services • NAFSA: Association of International Educators Presenters
- 4. The concept and practice of mentoring (as a form of professional preparation) is a growing area of research Noted at the end of this presentation is a list of professional associations & organizations that offer mentoring opportunities. Additionally, a list of the resources and materials we reviewed are also included. The professional competencies referenced and utilized for this presentation are: ACPA/NASPA Professional Competencies for Student Affairs Educators https://www.naspa.org/about/student-affairs NAFSA International Education Professional Competencies™ http://www.nafsa.org/Explore_International_Education/Impact/Internation al_Education_Professional_Competencies/
- 5. Competency Definition: the ability to do something successfully or efficiently. synonyms: capability, ability, proficiency, accomplishment, skill ACPA/NASPA “intended to define the broad professional knowledge, skills, and, in some cases, attitudes expected of student affairs professionals regardless of their area of specialization or positional role within the field.” NAFSA “identifying the skills, knowledge, and competencies of the key professional practice areas within international education. The goal of documenting this information was to provide a tool for helping to professionalize” The Purpose and Rationale of Professional Competencies
- 6. Competency Framework: Three Professional Levels • Newer Professional • Mid-Level Professional • Senior-Level Professional Levels • Foundational (Newer Professional) • Intermediate (Mid-Level) • Advanced (Senior-Level) ACPA/NASPA • Direct Service (Newer Professional • Management (Mid-Level) • Strategy and Policy (Senior-Level) NAFSA It is very possible that someone could simultaneously be at all three levels depending on the amount of knowledge and experience within a specific competency area.
- 7. Overview of Combined Competency Areas Student Learning and Development Advising and Supporting Personal and Ethical Foundations Strategic Planning Comprehensive Internationalization International Partnerships International Student/Scholar Advising Education Abroad Crisis Management International Enrollment Management Recruitment and Retention Programming and Orientation Advocacy Intercultural Communication Values, Philosophy, and History Assessment, Evaluation, and Research Law, Policy, and Governance Organizational Leadership Social Justice and Inclusion Technology There is an enormous opportunity for growth and development at all levels. Naturally, professional knowledge accumulates through experience and training.
- 8. Competencies In Action Advising & Supporting Develop liaisons with community providers and support systems to ensure seamless and coordinated holistic care. Demonstrate culturally- inclusive advising, supporting, coaching, and counseling strategies. Student Advising Develop strategies to foster participation from underrepresented student populations and academic disciplines. Locate or develop an orientation program for learning across cultures. NASPA/ ACPA NAFSA
- 9. Mentees: Life in College Matters for Life After College A 2014 poll taken in the U.S. revealed that students place a higher value on academic relationships where they felt someone cared about their future and encouraged them to pursue their dreams. Previous research has cited that more preparation could be given to assist students and new professionals “for the challenges of forming a professional identity, adjusting to organizational culture, developing a learning orientation, and finding mentors” Ray, J. and Stephanie Kafka (2014, March 31). Life in College Matters for Life After College. Gallup.com, Retrieved from http://www.gallup.com/poll/168848/life-college-matters-life- college.aspx The 2014 Gallup-Purdue Index Report. (2014). Washington, DC. Retrieved from http://products.gallup.com/168857/gallup-purdue-index-inaugural-national-report.aspx Poll was taken by 30,000 U.S. adults who had completed at least a bachelor's degree. Study also found the type of schools these college graduates attended had little influence on their future career engagement. Only 3% of respondents stated they had received the type of support or experiential learning that prepared them for a satisfying career.
- 10. US and UK Perspective Structured mentoring programs are not well developed by individual institutions in the US or UK Structured mentoring typically has been part of professional organizations and associations. A few examples: • NAFSA Academy • NAFSA Conference Mentor Programs • NACAC (and Affiliates) Mentor Programs • IASAS has e-mentoring: matching mentee-mentor across borders
- 11. Competencies Reflection on the mentoring experience (for mentor and mentee) leads to identifying strengths and weaknesses Developing a career trajectory based on strengths and interests leads to greater engagement at work and overall satisfaction Seek out professional development opportunities to address weaknesses or knowledge gaps Developing a broader understanding of competencies can provide a foundational knowledge and ability to work across constituencies Job Satisfaction and Continual Growth Assessing Your Departmental Knowledge Gaps Hiring, Promotions, Developing job descriptions Professional Development & Training Advocacy for Student Affairs, Staff, and Students Increased Understanding of other Campus Units
- 12. Why Mentoring is Important Promotes the professionalization of the field Identifies and develops talent Mentoring for succession planning Supports and encourages new professionals early on and throughout their career Performs the function of professionalization in the absence of formal professional training
- 13. Middle East (Kuwait) Perspective Structured Mentoring done by Individuals, sometimes Departments, rarely by Institutions ◻ Regional/Cultural Factors • Gender • Professional Development • Career vs. Job ◻ Professional Development & Opportunities • Certificate Program • Intentional Plan • Links to Evaluation Processes
- 14. Mentoring Approaches & Examples Applying Competency Areas to Mentoring Personal & Ethical Foundations (NASPA-ACPA) Social Justice & Inclusion (NASPA-ACPA) Organizational & Human Resources (NASPA-ACPA & NAFSA) Leadership (NASPA-ACPA & NAFSA) Intercultural Communication (NAFSA) Examples of Mentorship: Univ. of Florida - Ken Osfield’s Graduate Course AUK Summer Graduate Intern Program Departmental Structures - Training/Evaluation/Succession
- 15. Being a Purposeful Mentor • Helps with Both Career & Personal Development • Connect the mentoring to Competencies or Skill Sets (added value) • Mentor serves many roles (guidance & advice) • Mentor Interaction • Nature (the purpose behind it) • Frequency (how often) • Goals (developed in advance) • Utilize Structure • Part of overall Professional Development • Identify Cultural Factors • Crucial for Student Affairs staff growth (internationally)
- 16. South Africa: Mentoring Precedes Professionalisation An emerging space embedded into global discourses of Higher Ed Recent recognition of Student Affairs as a critical contributor to overall goals of Higher Ed (DHET, 2014) A shift from discipline-bound (psychology for instance) to an open, trans-disciplinary and context-embedded Student Affairs (Schreiber, 2012) Mentoring has accompanied most faculty-practitioners Discipline specific and professional development is needed at universities
- 17. Mentoring is a deeply personal process The disciplinary medley among Student Affairs practitioners, as well as gender, race, identity, positional and cultural differences within the domain require unique mentoring competencies Multi-cultural competencies underpin mentoring These are the very competencies which are required to function within our domains In complex realities: mentoring competencies overlap with practitioner competencies Pluralist Contexts Require Unique Competencies
- 18. Mentoring Does Not Replace Professionalisation Mentoring augments the development of professional competencies Huge overlap between professional competencies and mentoring, especially in a complex and emerging context One Model is IASAS eMentoring: guided - online - collaborative Key lessons from the emerging world: Mentoring is normative Mentoring within a pluralist context requires unique competencies
- 19. Table Discussions • Why is mentoring important to developing the next generation of student affairs professionals? • What mentoring activities or models (formal or informal) do you (or your organization or institution) participate in or offer that you would like to share as a source of inspiration to others?
- 20. Challenges for Student Affairs Professionalisation and Domain Development Scholarship of Student Affairs More research is needed on how competencies augment mentoring Research on the application of mentoring is needed Informal mentoring has been widely spread Mentoring within an epistemic community of practice Emergence of trans-disciplinary communities of practice Shared understanding, shared discourse, shared goals Challenges There is a medley of Student Affairs Professions Discourses and practices, norms and normative assumptions are dissimilar Tensions between disciplinary discourses Tensions between positional and professional claims to knowledge Mentoring is not formally recognised as professional development
- 21. Formal Mentoring and Professional Development Opportunities The NAFSA: Academy for International Education is an intensive yearlong training program with extensive networking opportunities. The Academy accelerates your learning process and prepares you for leadership. It is an investment in your career in international education. (NAFSA: Association of International Educators) http://www.nafsa.org/Attend_Events/Training/Academy_For_International_Education/ The NAFSA Diversity Impact Program provides international education professionals from tribal colleges and universities; historically black colleges and universities (HBCUs); Hispanic-serving institutions (HSIs); and community colleges and associates colleges, complimentary NAFSA membership, registration to the NAFSA Annual Conference & Expo, and yearlong mentoring and professional development opportunities. http://www.nafsa.org/Explore_International_Education/Impact/Diversity_Impact_Program/ The EAIE Academy offers a complete mix of training opportunities for a successful career journey: in the city, in-house and webinars. We train in credential evaluation, marketing and recruitment, management, intercultural communication, student services, policy, strategy and more. http://www.eaie.org/training.html (EAIE: European Association of International Education) The IASAS global eMentoring provides a guided mentoring partnership using online mentoring, video chat, social media, email, and/or telephone. It is a platform for professional performance development, knowledge sharing and career progression through connecting new and emerging practitioners with established student affairs/services leaders internationally. http://iasas.global/professional-mentoring- program/ (IASAS: International Association of Student Affairs and Services). IASAS eMentoring Program, www.IASAS.global, enquiries@iasas.global. org The Student Leader Global Summit – Powered by IASAS, ACPA, and Lead365: Student leaders will gain a broader understanding of leadership and higher/tertiary education around the world. Through exploring and connecting with other student leaders in different parts of the world students will learn applicable skills. http://www.myacpa.org/events/2016-student-leader-global-summit-%E2%80%93- powered-iasas-acpa-and-lead365#sthash.HstECoM6.dpuf CISAS: Canadian Institute on Student Affairs and Services . Institute on Student Affairs and Services (CISAS). This program is intended to provide a solid foundation and is targeted to all people in the area of Student Affairs and Services. Open to all those working in the field of student services at a university or college; including but not limited to: front-line personnel, academic advisors, or counselors and those brand new to the field. http://umanitoba.ca/centres/cherd/programs/annual/cisas.html
- 22. Resources ◻ AAC&U: Association of American Colleges and Universities. Intentional Collaborations: Building a Virtual Community of Mentoring and Practice. Retrieved from http://www.aacu.org/peerreview/2015/fall/carney ◻ ACPA: College Student Educators International. Ethics and Mentoring Relationships. Retrieved from http://www.myacpa.org/files/ethicsandmentoringrelationshipsdocx ◻ Brown, K.L.. (2007). On Being a Mentor: A Guide for Higher Education Faculty. Journal of Women in Educational Leadership. Paper 5. http://digitalcommons.unl.edu/jwel/5 ◻ Clifford, M.N. (2009). Exploring Mentoring Experiences in College Student Affairs: A Q Methodology Study. University of North Florida, Theses and Dissertations. Paper 201. http://digitalcommons.unf.edu/etd/201 ◻ Felton, Peter, H-Dirksen L. Bauman., Aaron Kheriaty, Edward Taylor, and Parker J. Palmer. 2013. Transformative Conversations: A Guide to Mentoring Communities in Higher Education. San Francisco: Jossey-Bass. ◻ Lucier, K. (2015, April 3). Navigating the Unexpected: The Importance of Mentoring for Student Affairs Professionals. HigherEdJobs.com. Retrieved from https://www.higheredjobs.com/articles/articleDisplay.cfm?ID=642 ◻ NACAC: College Admission Counseling Professionals. (2006). A Guide to Mentoring for College Admission Counseling Professionals. Retrieved from http://www.nacacnet.org/research/PublicationsResources/Marketplace/Documents/MentoringManual.pdf ◻ NAFSA: Association of International Educators. (2015). International Education Professional Competencies. . Retrieved from http://www.nafsa.org/Explore_International_Education/Impact/International_Education_Professional_Competen cies
- 23. Resources ◻ NASPA: Student Affairs Professionals in Higher Education. (2009, revised 2015). NASPA/ACPA Professional Competencies for Student Affairs Educators Retrieved from https://www.naspa.org/about/student-affairs ◻ Ray, J. and Stephanie Kafka (2014, March 31). Life in College Matters for Life After College. Gallup.com, Retrieved from http://www.gallup.com/poll/168848/life-college-matters-life-college.aspx ◻ Schreiber, B. (2014). Key challenges facing student affairs: An international perspective. Perspectives on Student Affairs in South Africa. Retrieved from http://www.africanminds.co.za/wp-content/uploads/2014/06/African- Minds-Perspectives-on-Student-Affairs-Web.pdf ◻ Seifert, T., Perozzi, B., Bodine Al-Sharif, M. A., Li, W., & Wildman, K. (2014). Student Affairs and Services in Global Perspective: A Preliminary Exploration of Practitioners’ Background, Roles and Professional Development. Toronto: International Association of Student Affairs and Services. http://www.anzssa.com/downloads/ ◻ The 2014 Gallup-Purdue Index Report. (2014). Washington, DC. Retrieved from http://products.gallup.com/168857/gallup-purdue-index-inaugural-national-report.aspx ◻ Tinto, V. (2012). Completing College: Rethinking Institutional Action. Chicago: University of Chicago Press. ◻ Vernon, C. (2009, July). The Career Value of A Mentor. Associations Now. Retrieved from https://www.asaecenter.org/Resources/ANowDetail.cfm?ItemNumber=42794 ◻ Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating Communities of Practice. Boston: Harvard Business School Press.