The Places and Spaces Student Affairs Practitioners Should Learn and Practice Leadership Educator Competencies

Autor/inn/en	Dunn, Allison L.; Moore, Lori L.; Briers, Gary E.; Odom, Summer F.; Bailey, Krista J.
Titel	The Places and Spaces Student Affairs Practitioners Should Learn and Practice Leadership Educator Competencies
Quelle	In: Journal of Leadership Education, 20 (2021) 4, (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1552-9045
Schlagwörter	Leadership Training; Student Leadership; Student Personnel Workers; Job Skills; Student Personnel Services; Experiential Learning; Employment Qualifications; Masters Programs; Graduate Students; Leadership Qualities; Work Experience; Undergraduate Study; Internship Programs; Practicums; Volunteers; Mentors; Cooperative Learning; Extracurricular Activities; Conferences (Gatherings); Courses; Professional Development; Publications + Suchen Sie Ihr Suchwort? Führungslehre; Studentenwerk; Produktive Fertigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Führungseigenschaft; Employment experience; Job experience; Occupational experience; Berufserfahrung; Grundstudium; Berufspraktische Ausbildung; Practicum; Praktikum; Praktika; Freiwilliger; Kooperatives Lernen; Außerunterrichtliche Aktivität; Kursangebot
Abstract	Although leadership education typically is not explicitly incorporated into student affairs preparatory programs, student affairs practitioners are expected to facilitate the leadership development of their students. Thus, through two simultaneous Delphi panels, Group A: Student Affairs Practitioners (n=17) and Group B: Student Affairs Preparatory Program Faculty (n=20), this study explored the places or experiences where student affairs practitioners should learn and practice the professional competencies needed to be a student affairs leadership educator. Both expert panels agreed the graduate assistantship was the most important place to learn and practice how to be a leadership educator. Yet these findings demonstrate a gap between research and practice within student affairs preparatory programs. Four recommendations are provided to strengthen the professional preparation of student affairs practitioners as leadership educators. (As Provided).
Anmerkungen	Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01