The Competency-Based Movement in Student Affairs: Implications for Curriculum and Professional Development

Eaton, Paul William

doi:10.1353/csd.2016.0061

Cited by 12 publications

(10 citation statements)

References 16 publications

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“…To train students to become professionals who can meet the needs of society, universities have implemented competency-based educational policies. In this context, various areas of student-related administrative and academic activities-such as graduate preparation programs, curriculum development, and job creation-should be carefully developed to enhance students' competencies [4]. In line with the global trend toward competency enhancement, Korean universities have developed competency certification programs with unique backgrounds.…”

Section: Resultsmentioning

confidence: 99%

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Understanding Gender Differences in Students’ Perceptions of Competency Certification for Enhancing Sustainability in Higher Education

et al. 2020

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This study of 1780 college students in Korea explored gender differences in perceptions of competency certification programs in order to enhance sustainability in higher education. Structural equation modeling explained the optimal validity of the two-factor structure of perceptions between female and male students, and the structural relations between the two factors of competency were invariant across gender groups. A significant difference in latent means was found as well. The findings suggest that, for sustainable development, universities should develop systematic competency certification policies to accommodate students’ needs, as well as those of society, and help bridge the gender gap in the job market.

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Section: Resultsmentioning

confidence: 99%

“…In tandem with rapid social change, educators and workforce experts suggest that college graduates need to be competitive specialists [1]. This competency-based movement is a reform initiative that has arisen in response to social and historical pressures in higher education [2][3][4].…”

Section: Introductionmentioning

confidence: 99%

Understanding Gender Differences in Students’ Perceptions of Competency Certification for Enhancing Sustainability in Higher Education

et al. 2020

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“…Processes of socialization and professional development in HE have been explored as part of educational curricular structures (Eaton, 2016; Tull et al, 2009), in the socialization experiences of early career professionals (Hirschy et al, 2015), for faculty roles (Tierney and Rhoads, 1994), and across the lifespan of professional careers (Holzweiss and Parrott, 2017). Challenges abound in socialization processes to work in various fields of HE.…”

Section: Background and Contextmentioning

confidence: 99%

Being/becoming professional online: Wayfinding through networked practices and digital experiences

Pasquini

Eaton

2020

New Media & Society

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Social media platforms and digital networks have enabled professionals to communicate with colleagues, disseminate information, and co-create knowledge. As the Internet has grown up and social networks have scaled, there is an increased awareness of the occupational impact of being online. Prior research in postsecondary education has examined the structure of social networks, imagined audiences online, openness of practice, and informational/communication patterns of academics. We conducted 92 semi-structured interviews with higher educational professionals beyond the faculty/academic role to understand motivations and challenges online. Participants shared how they navigate digital identity and contribute to networked practices in professional online communities. Multiple factors influence and impact the use of social media over time, specifically as professionals reflect on their digital presence, network affiliations, and informal learning opportunities. We identify seven networked practices: kinship in community, self-directed learning, digital norms, navigating context collapse, career advancement, reputation management, and risk versus reward assessment.

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“…While using competencies to measure professional excellence is not universally accepted (Eaton, 2016), they remain a tool that the profession uses to set standards of performance and behavior.…”

Section: Competenciesmentioning

confidence: 99%

Development of the Global-Self Through Collegiate Recreational Sports

Accetta¹

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Today's student has more access to global issues than any previous generation. Nearly one million higher education students study abroad worldwide, the workplace reflects a need to be interculturally competent, and students rarely have opportunities to learn how to thrive in the new global environment. This study explored how higher education, and specifically collegiate recreation, is responding to this reality. The development of Killick's global-self is a guiding theme and was used to investigate how students perceive the development of their global-self after experiencing interventions designed to introduce the concepts of internationalization and globalization into a collegiate recreation intramural program. The study also examines how students experience the interventions. The literature review focuses on institutional perspective, student engagement, learning theory, the role of sport and recreation in social change, and collegiate recreation professional competencies. A bounded 8-week case study, using aspects of community action research, was the research method. Observations, surveys, and semi-structured interviews provide data on students' perceptions of their development of a global-self and their experience in the designed intramural program.Themes identified in the data provide evidence that the interventions helped students develop both their sense of self-in-the-world and their ability to act-in-the-world. The data suggest that students found value in the interventions and believed them to be a worthwhile addition to the intramural program. Finally, the results of the study suggest that similar interventions can be applied to multiple areas in collegiate recreation and potentially expanded to other forms of co-curricular activities.

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The Competency-Based Movement in Student Affairs: Implications for Curriculum and Professional Development

Cited by 12 publications

References 16 publications

Understanding Gender Differences in Students’ Perceptions of Competency Certification for Enhancing Sustainability in Higher Education

Understanding Gender Differences in Students’ Perceptions of Competency Certification for Enhancing Sustainability in Higher Education

Being/becoming professional online: Wayfinding through networked practices and digital experiences

Development of the Global-Self Through Collegiate Recreational Sports

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