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Abstract
This research study provided a venue for the voices of new professionals in student affairs. It included the perspectives of 119 individuals who have been practicing in the field of student affairs for five years or less, in a 12 state/province region spanning the Central United States and Canada. Research methodologies utilized were grounded theory and survey research.
The issue of whether or how these new staff practice reflection, individually or collaboratively, was the primary research focus. Later, sub-issues of professional commitment, development, and confidence were added to the study.
The central purpose of this study was to prove the hypothesis that new professionals who utilized professional development processes, including individual and collaborative reflection, also demonstrated attitudes and behaviors consistent with enhanced practice. Key research questions sought to identify and quantify reflective practices utilized, how new professionals enhance their practice, aspects of professionalism and confidence, the nature of interactions with other student affairs professionals, and commitments made to the field
Research findings partially support the research hypothesis with respect to the use of individual reflection; and, both grounded theory and survey research results demonstrate widespread use of collaborative reflection among new professionals. However, neither individual nor collaborative reflection statistically effect other professional characteristics. New professionals who enjoy support from their institutions and make personal commitments to their own professional development show greater responsibility and commitment to the field of student affairs. That personal commitment to professional development also affects the new professional's professional confidence, which understandably increases with more years in the field. Most new professionals are committed to their chosen field, their own development within the field, and express professional confidence.
Of particular note is one of the observed differences in responses between the grounded theory informants, who are examples of "outstanding" new professionals, and the remaining survey respondents. All five informants identify connections with mentors as being vital to their professionalism and development. The survey respondents more often identified colleagues as important in their professional lives, and most could not identify a strong mentor.
