Jason Hubbard
EdL 701
Career Paper
Summer 2011
Name of career/leadership position desired
My position as a graduate assistant thus far has been a very rewarding experience for
leadership training and growth, but it is not where I aspire to remain. As I move forward, I
desire a position that brings with it increased challenges and responsibilities to showcase the
knowledge and professionalism that are a result of my coursework in Educational Leadership.
As a full-time, professional career I would like to be employed as a director of student services
or similar position that deals either with student activities or continuing education on a college or
university campus. Even to ultimately serve as an assistant director for operations or student
involvement would be sufficient. Ideally, I would like to work with first-generation
undergraduates and nontraditional, adult student populations.
I think that a career in a higher education setting suits me because I enjoy working with
students and building an all-around collaborative atmosphere. I am committed to serving others,
and given the opportunity I believe that I would successfully be able to manage the day-to-day
operations of a department while still maintaining a focus on achieving its long-term goals. I
already possess some advising and supervising experience and plan to build upon those skills in
the coming years. I am also beginning to develop competence in required tasks such as
motivating my student committee chairs and co-workers and preparing a budget.
Demand/availability
One extremely satisfying aspect of student affairs is that, as emphasized on the website
for NASPA, it “offers a broad range of career possibilities”. If down the road my interests
change and I want to try something different, it is entirely possible that I may have the chance to
do so and remain in the field. According to the Occupational Outlook Handbook, “Job
opportunities should be excellent due to a large number of expected retirements and fewer
applicants for some positions”. Having recently served on a search and screen committee for
Reeve Union, I am keenly aware that this trend has already begun to prove true for UW
Oshkosh. The handbook goes on to explain that in 2008 there were 124,600 postsecondary
administrators in the United States, with more than 80 percent working in public or private
institutions. There are, however, fewer applicants expected for nonacademic jobs, such as in
student affairs, due to lower salaries. Specifically at the postsecondary level, as more working
adults return to school there will be an increased need for administrators.
Presently, higher education appears to be a good field to enter into. According to an
article by Lisa Jordan on HigherEdJobs.com, “Advertisements for job openings rose 40.2 percent
in the first quarter of 2011 from a year earlier and even exceeded pre-recession levels”. This has
been the fastest first quarter rise in the last eight years. In the same June 2011 article, the
president of HigherEdJobs stated that “Colleges and universities added over 55,000 jobs over the
last 12 months”. Compared to other industries, that large of a number is quite impressive. It is
worthwhile to also note Jordan’s insight that hiring and employment at community colleges
outpaces growth at four-year institutions. Although a four-year college or university is what I
am familiar with and would be my preference, as a means of getting my foot in the door I will
certainly begin to look at applying for positions with community colleges.
Salary
The type of career I am most interested in falls on the lower end of the pay spectrum, but
fortunately I am not in it for the money. Having the ability to help students cope with the
transitions associated with college life is its own reward. As of May 2008, the Occupational
Outlook Handbook reports that “postsecondary school administrators had median annual wages
of $80,670. The middle 50 percent earned between $58,940 and $113,860. The lowest 10
percent earned less than $45,050 and the highest 10 percent earned more than $160,500”, with
variance according to location and enrollment level. Median annual salaries in higher education
during the 2008-2009 school year were $109,925 for continuing education administrators and
$54,931 for directors of student activities.
Although some state institutions are currently cutting back on benefits, many employees
get up to five weeks of vacation each year, are allotted department funds for attending
conferences and workshops, and receive fairly generous health and pension packages.
Additionally, as pointed out on the NASPA website, some schools provide tuition reduction for
employees and their family members, which as a lifelong learner is highly valuable, as well as
the plethora of cultural, recreational, and social opportunities in general that are offered by a
college campus.
Location
The Occupational Outlook Handbook states that “enrollments are expected to increase
the fastest in the West and South, where the population is growing faster, and to decline or
remain stable in the Northeast and the Midwest. School administrators also are in greater
demand in rural or urban areas, where pay is generally lower than in the suburbs”. According to
HigherEdJobs, during the first quarter of 2011, however, “higher education job postings
increased in all regions of the country, with the greatest growth observed in the West North
Central and New England regions, and the weakest in the West South Central area”.
Ideally, I would prefer to remain in the Midwest, but I am completely open to pursuing
job openings in other areas of the country where population growth is more rapid. Once I have
gained experience in the field, I am certain there will be opportunities for me to return closer to
my home state of Wisconsin. A highly attractive characteristic of student services jobs is that
they are not limited to specific regions of the United States.
Requirements (knowledge, experiences, special talents, etc.)
As has been engrained into my mind by the majority of professionals I have worked with,
positions across the realm of student services are no longer master’s degree preferred but
master’s required. For me, this will hopefully prove to be an advantage, because it severely
limits the numbers of applicants, though more and more individuals are choosing to further their
educations and complete their degrees. A positive aspect of higher education is that according to
the Occupational Outlook Handbook licensing is usually not required for administrators. To
become an administrator requires beginning in an entry-level position like union programming
board advisor or volunteerism coordinator and working oneself up through the ranks.
Personal qualities for education administrators highlighted in the Occupational Outlook
Handbook include “leadership, determination, confidence, innovativeness, and motivation. The
ability to make sound decisions and to organize and coordinate work efficiently is essential”. I
would add to that list openness to diversity and diverse experiences. Furthermore, it is important
to acquire knowledge of leadership principles and practices from on-the-job training and
internship experience, as well as through a master’s program geared toward higher education,
college student affairs, or counseling. Knowledge of computer technology and, from the
perspective of observing my supervisors as a graduate assistant, effective marketing and public
relations, is necessary to fulfill basic job responsibilities and promote various programs and
initiatives throughout the campus and greater community. Advancement most often occurs
either through promotion or by transferring to a more sizeable school.
References
Jordan, L. (2011). Higher education job openings return to pre-recessionary levels as
employment continues to grow. HigherEdJobs.com. Retrieved from
http://www.higheredjobs.com/Articles/articleDisplay.cfm?ID=277
NASPA – Student Affairs Administrators in Higher Education. (2011). Benefits of a career in
student affairs. Retrieved from http://www.naspa.org/career/benefits.cfm
U.S. Bureau of Labor Statistics, Office of Occupational Statistics and Employment Projections.
(2009). Occupational outlook handbook, 2010-11 edition. Retrieved from
http://www.bls.gov/oco/ocos007.htm