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Findings organize needs by professional level, highlighting inconsistency across some competency areas and clearly identifying areas where graduate preparatory programs should place stronger emphasis. The discussion positions competencies as behavior patterns linked to effective practice and explains how the 2015 updated competency framework consolidates prior areas and adds new ones.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/student-affairs-professionals-self-reported-professional-development-needs-by-professional-level/599118/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/student-affairs-professionals-self-reported-professional-development-needs-by-professional-level/599118.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study investigating about student affairs professionals?","Question",{"text":112,"@type":113},"The study investigates professionals’ self-reported survey responses to determine development needs across the ACPA/NASPA competency areas by professional level.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are the competency areas used in this research?",{"text":117,"@type":113},"The competency areas provide a common framework to examine broad professional knowledge, skills, and (for some competencies) attitudes expected in student affairs.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about graduate preparatory programs?",{"text":121,"@type":113},"Results indicate some competency areas show inconsistencies, while other areas present clear development needs requiring increased emphasis in graduate preparation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599118,1792860583,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","STUDENT AFFAIRS PROFESSIONALS’ SELF-REPORTED  \nPROFESSIONAL DEVELOPMENT NEEDS BY PROFESSIONAL LEVEL  \nDustin K. Grabsch  \nTexas A & M University  \nLori L. Moore  \nTexas A & M University  \nKristyn Muller  \nThe State University of New York  \nAustin Mazzolini  \nTexas A & M University  \nWith the 2015 update to the professional competencies document for the student affairs profession, the necessity exists to explore the professional development needs in each of the ten competency areas. This study investigates student affairs professionals’ survey responses to determine their self-reported needs for professional development based on the ACPA/NASPA professional competency areas. Specifically, we reviewed the data by professional level (i.e. entry, mid-level, etc.) . Findings reveal some competency areas of inconsistency and other clear needs for professional development and emphasis in graduate preparatory programs.  \nPlease direct inquires about this manuscript to: Dustin Grabsch, [d.grabsch@gmail.com](d.grabsch@gmail.com)  \nCollege Student Affairs Journal, Volume 37(2), pp. 144-156 ISSN 2381-2338  \nCopyright 2019 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n145 College Student Affairs Journal Vol. 37, No. 2, 2019  \nThe student affairs  \npeople, and in anand accountability,  \nprofession values era of assessment it must also be a  \nprofession that values the development and demonstration of competence by those people”(Hoffman & Bresciani, 2012 p. 26) . To organize such work of professional development, many professional associations ranging from public health, libraries, information professionals, and others establish competencies or competency areas (Sanghi, 2016) of foci for their respective professional membership. A competency, as defined by Charles Woodruffe (1992), is “theset of behavior patterns that the incumbent needs to bring to a position in order to perform its tasks and functions with competence”(p. 29) . Competencies are important as they allow the assessment of essential knowledge, skills, and dispositions expected of any professional within the field (ACPA & NASPA, 2015) .  \nFor this reason, American College Personnel Association (ACPA) and the National Association of Student Personnel Administrators (NASPA)– two of the leading student affairs professional associations-collaborated to establish a common set of professional competencies for student affairs professionals. This collaboration, via a combined taskforce charged in 2009, sought to review the existing 2007 ACPA professional competencies publication (ACPA, 2007) . The current, updated document of professional competency areas, which was released in August 2015, collapsed four existing areas into two and introduced two new areas (ACPA & NASPA, 2015) .  \nThe set of professional competency areas is intended to define the broad professional knowledge, skills, and for some competencies, attitudes expected of student affairs professionals working in the U.S., regardless of their area of specialization or positional role within the field (ACPA & NASPA, 2015) . Prior to these competency areas, competencies and professional development needs were often explored independent of a common framework. Arguably, the  \nthirty-year meta-analysis of skills, knowledge, and personal traits conducted by Lovell and Kosten (2000) laid the foundation for the formation of such competency areas. Lovell and Kosten (2000) posit that skills such as administration, management, and human facilitation along with knowledge of student development theory and functional responsibilities were required for success. Their analysis also reviewed populations studied (e.g. graduate students, new professionals and combinations) by researchers (2000) . This research demonstrated the breadth of knowledge, skills, and personal traits required for success for student affairs professionals.  \nAlthough likely not intentional, but rather convenient, prior","cbCaik9XstLZdLt3","https://ap.wps.com/l/cbCaik9XstLZdLt3","pdf",175419,13,"English","# Conceptual Framework\n## Professional competencies and their purpose\n## ACPA/NASPA competency areas and the 2015 update\n## Prior research by professional level and competency focus\n## Need for updating understanding and development needs","[{\"question\":\"What is the study investigating about student affairs professionals?\",\"answer\":\"The study investigates professionals’ self-reported survey responses to determine development needs across the ACPA/NASPA competency areas by professional level.\"},{\"question\":\"How are the competency areas used in this research?\",\"answer\":\"The competency areas provide a common framework to examine broad professional knowledge, skills, and (for some competencies) attitudes expected in student affairs.\"},{\"question\":\"What do the findings suggest about graduate preparatory programs?\",\"answer\":\"Results indicate some competency areas show inconsistencies, while other areas present clear development needs requiring increased emphasis in graduate preparation.\"}]","STUDENT AFFAIRS PROFESSIONALS’ SELF-REPORTED PROFESSIONAL DEVELOPMENT NEEDS BY PROFESSIONAL LEVEL | PDF",1792088199,33]