A Mindful Approach to a Career in Student Affairs
Khadish O. Franklin
Consultant-in-Residence
MACUHO 2011
 Introductions
 Mindful Career Model
 Retention & Attrition in the Field
 Steering Career Paths
 Doctorate for Career Success?
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Career Planning Model
Questions and dialog
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Attrition from field:
 39% - 68%, No difference between specialty areas (Ward, 1995)
 Higher among women (Burns,1982)
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It starts in Graduate School:
 Skills building
 Setting realistic expectations (Ward, 1995) (Renn & Jessup-Anger)
 “Falling into” Student Affairs (Evans, 1988) (Lorden,1998)
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Job opportunities
 Many entry level positions, not so many mid-level (Evans, 1988)
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Autonomy & Role Stress
 Autonomy and recognition of “professionalism” of staff key to
satisfaction and retention (Ward, 1995) (Winston & Creamer, 1997) (Tull,
2008)
 Role Stress – Ambiguity and Conflict (Ward, 1995) (Tull, 2008)
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Factors that influence path:
 Same as in your job search, it is important to know
what those are. It’s your path, not the mythical
norm’s path.
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The “rules” of Higher Education Careers
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Don’t Get Pigeon-Holed : Functional Areas
Move On to Move Up : Job Hopping, or Not
Work-Life Balance (or Burnout)
To PhD or not to PhD
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Don’t Get Pigeon-Holed : Functional Areas
 The Role of Graduate Assistantships
 First Job Out
 How to Transition
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Move On to Move Up : Job Hopping, or Not
 3-5 years..really?
 Institutional Considerations
 Reputation Management
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Work-Life Balance (or Burnout)
 Is Balance Achievable
 Role Modeling
 Managing Up
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To Ph.D. or not to Ph.D.
 How to decide
 Choosing an institution
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A doctorate may assist with advancement and
credibility in student affairs
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A professional may be effective and acquire promotions
and lateral mobility from within without acquiring a
doctorate
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Most career advancements for mid-management and
upper management require the doctoral credential
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Prospective doctoral students without prior experience
may not be able to obtain an administrative position in
higher education with the doctoral alone
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Common among senior student affairs officers in all
types of institutions
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Held by 52.4% of senior student affairs officers in a
college survey
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Most common at public universities and that
exception increases with the institution’s size
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The doctorate appears less essential for
departmental head positions
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The masters was the highest earned for
64.1% of the 1,148 directors and doctorates
were weld by only 22.5% of positions such as
directors of student life, student services, and
student development
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Why We Choose to Enter the Field/Get Master’s
Frame of Mind Leaving the Master's Program
Focus during the 1– 3 Years
Direction during the 3 – 5 Years
Shaping the Future
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Self reflection is the most important aspect of
career success. No one knows you like you!
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If you can identify your weaknesses & bad
habits you can set a plan to address them.
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You can use professional feedback as an
opportunity to modify behaviors and develop
new habits.
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Use your time strategically
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Utilize your membership in professional
associations
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Stay abreast of current research and trends
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Research other colleges and universities and
functional areas to determine what types of
institutions/roles would fit you best
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As you identify the functional areas that
interest you begin to talk to professionals in
that area.
Ask those in the areas for:
 Suggested readings
 How they strengthen their skills?
 To identify growing experiences they have had
 What they wish they had known?
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Most professional roles allow for committee
work in other functional areas
 Use those to gain experience and exposure in
other areas.
 Be creative in selecting those experiences if
possible. That can include selecting and area
outside of a division (ex. Fundraising; Athletics;
Financial Aid; etc.)
 Diverse experiences can strengthen your resume
and separate you from other candidates.
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Ask those at the next level:
 What skills they utilize most?
 What they wish someone had told them to
prepare for the position?
 How do they remain motivated?
 What skill set they need to develop to advance
beyond that position?
 What a fair salary should be?
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Name
Current Role
Where do you consider yourself? Early
career, mid career, etc.?
Strategies you have thought to employ or
have employed in navigating career
progression?
How has all of this played itself out in your
work with students, staff, colleagues,
supervisors, etc.
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Questions, comments
Tips, strategies from small group sharing
Where should the field go next?