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