Using Professional Competencies in a Global Context to Mentor the Next Generation

Using Professional Competencies in a Global Context to Mentor the Next Generation

Presentation Agenda Intro to ACPA & NASPA and NAFSA Competency Frameworks Global Perspectives on Mentoring Resource Sharing

Amy VanSurksum International Officer for the USA Midwest & Northeast University of Glasgow, Scotland Birgit Schreiber Senior Director for Student Affairs Stellenbosch University, South Africa Tadd Kruse Assistant to the President for Inst. Planning & Effectiveness American University of Kuwait Dawn Harris Wooten Associate Director for International Student/Scholar Services NAFSA: Association of International Educators

Before we get started This topic is a growing area of research A list of our resources are included with this presentation, as well as our contact information A list of the professional associations & organizations we mention in our presentation today 6 copies of the NAFSA and the NASPA&ACPA competencies rotating around the room Will have an open floor for questions at the end Resource Sharing: Have a resource, story, or example on this topic and want to share? Please email Dawn Harris Wooten at dawnw@nafsa.org

The Purpose of Professional Competencies 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

Competency Framework: Professional Levels Levels Newer Professional Mid-Level Professional Senior-Level Professional ACPA/NASPA Foundational (Newer Professional) Intermediate (Mid-Level) Advanced (Senior-Level) NAFSA Direct Service (Newer Professional Management (Mid-Level) Strategy and Policy (Senior-Level)

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

Competencies In Action NASPA/ ACPA Advising & Supporting Student Advising NAFSA Develop liaisons with community providers and support systems to ensure seamless and coordinated holistic care. Develop strategies to foster participation from underrepresented student populations and academic disciplines. Demonstrate culturallyinclusive advising, supporting, coaching, and counseling strategies. Locate or develop an orientation program for learning across cultures.

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 (Silver, B. R., & Jakeman, R. C., 2014). Poll taken by 30,000 U.S. adults who had completed at least a bachelor's degree. Only 3% of respondents stated they had received the type of support or experiential learning that prepared them for a satisfying career. Study also found the type of schools these college graduates attended had little influence on their future career engagement.

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

Competencies Reflection leads to identifying strengths and weaknesses Career trajectory based on strengths and interests Seek out professional development to address weaknesses or knowledge gaps Advocacy for Student Affairs, Staff, and Students Increased Understanding of other Campus Units Job Satisfaction and Continual Growth Assessing Your Departmental Knowledge Gaps Broad understanding of student affairs competencies provides foundation for working across constituencies Professional Development & Training Hiring, Promotions, Developing job descriptions

Why Mentoring is Important Promotes the professionalization of the field Identifies and develops talent Mentoring for succession planning Support and encourage new professionals early on and throughout career Performs function of professionalization in the absence of formal professional training

Middle East (Kuwait) Perspective Structured Mentoring done by Individuals, sometimes Departments, rarely Institutions Regional/Cultural Factors Gender Professional Development Career vs. Job Professional Development & Opportunities Certificate Program Intentional Plan Links to Evaluation Processes

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

Mentoring with Purpose For Both Career & Personal Development Connect to Competencies or Skill Sets (added value) Mentor serves many Roles Mentor Interaction Nature Frequency Goals Utilize Structure Part of overall PD Identify Cultural Factors Crucial for St. Affairs staff growth (internationally)

South Africa: Mentoring precedes Professionalisation Emerging space embedded into global discourses of HE Recent recognition of Student Affairs as a critical contributor to overall goals of HE (DHET, 2014) Shift from discipline-bound (psychology for instance) to an open, trans-disciplinary and context-embedded Student Affairs (Schreiber, 2012) Mentoring accompanied most faculty-practitioners disciplinary and professional development at universities

Pluralist Contexts Require Unique Competencies 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

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 IASAS ementoring: guided - online - collaborative Key lessons from the emerging world: Mentoring is normative Mentoring within a pluralist context requires unique competencies

Table Discussions Why is mentoring important to developing the next generation of student affairs professionals? What mentoring activities or models do you (or your organization or institution) participate in or offer that you would like to share as a source of inspiration to others? Please select someone from your table to do a report out to the attendees

Challenges for Student Affairs Professionalisation and Domain Development Scholarship of Student Affairs More research is needed Research on the application of mentoring 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: 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

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-andlead365#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

Thank You Questions? This Presentation was uploaded to the International Symposium Portal. Please email Dawn if you would like a copied emailed to you.

Resources AAC&U: Association of American Colleges and Universities. Intentional Collaborations: Building a Virtual Community of Mentoring and Practice. http://www.aacu.org/peerreview/2015/fall/carney ACPA: College Student Educators International. Ethics and Mentoring Relationships http://www.myacpa.org/files/ethicsandmentoringrelationshipsdocx Brown, Kathy Laboard, "On Being a Mentor: A Guide for Higher Education Faculty" 2007. Journal of Women in Educational Leadership. Paper 5. http://digitalcommons.unl.edu/jwel/5 Clifford, Matthew Woodward, "Exploring Mentoring Experiences in College Student Affairs: A Q Methodology Study" 2009. UNF 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. Julie Ray and Stephanie Kafka, May 6, 2014. Gallup. Life in College Matters for Life After College. http://www.gallup.com/poll/168848/life-college-matters-life-college.aspx Lucier, Kelci. HigherEdJobs.Com. April 3, 2015. Navigating the Unexpected: The Importance of Mentoring for Student Affairs Professionals. https://www.higheredjobs.com/articles/articledisplay.cfm?id=642 NACAC: College Admission Counseling Professionals. 2006. A Guide to Mentoring for College Admission Counseling Professionals. http://www.nacacnet.org/research/publicationsresources/marketplace/documents/mentoringmanual.pdf

Resources NAFSA: Association of International Educators. 2015. International Education Professional Competencies. http://www.nafsa.org/explore_international_education/impact/international_education_professional_compete ncies/ NASPA: Student Affairs Professionals in Higher Education. 2009, revised 2015. NASPA/ACPA Professional Competencies for Student Affairs Educators https://www.naspa.org/about/student-affairs Schreiber, Birgit. 2014. Key challenges facing student affairs: An international perspective. Perspectives on Student Affairs in South Africa 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/ Tinto, Vincent. 2012. Completing College: Rethinking Institutional Action. Chicago: University of Chicago Press. Vernon, Carol. Associations Now, July 2009. The Career Value of A Mentor. https://www.asaecenter.org/resources/anowdetail.cfm?itemnumber=42794 Wenger, Etienne, Richard McDermott, and William Snyder. 2002. Cultivating Communities of Practice. Boston: Harvard Business School Press.

Contact Information for Presenters 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