Abstract
Although leadership education typically is not explicitly incorporated into student affairs preparatory programs, student affairs practitioners are expected to facilitate the leadership development of their students. Thus, through two simultaneous Delphi panels, Group A: Student Affairs Practitioners (n=17) and Group B: Student Affairs Preparatory Program Faculty (n=20), this study explored the places or experiences where student affairs practitioners should learn and practice the professional competencies needed to be a student affairs leadership educator. Both expert panels agreed the graduate assistantship was the most important place to learn and practice how to be a leadership educator. Yet these findings demonstrate a gap between research and practice within student affairs preparatory programs. Four recommendations are provided to strengthen the professional preparation of student affairs practitioners as leadership educators.
Citation
Dunn, A.L., Briers, G.E., Moore, L.L., Odom, S.F. and Bailey, K.J. (2021), "THE PLACES AND SPACES STUDENT AFFAIRS PRACTITIONERS SHOULD LEARN AND PRACTICE LEADERSHIP EDUCATOR COMPETENCIES", Journal of Leadership Education, Vol. 20 No. 4, pp. 66-85. https://doi.org/10.12806/V20/I4/R6
Publisher
:Emerald Publishing Limited
Copyright © 2021, The Journal of Leadership Education
License
This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/