The Journal of College and University Student Housing - Volume 44, No. 2 - 100

Norbert W. Dunkel * Pamela J. Schreiber

Professional Development Strategy

There is agreement that an

Although understanding the reasons for attrition from student affairs seems difficult,
the literature offers strategies for combating the problem. The recent task force report
sponsored by ACPA and NASPA explored the
issues of recruitment and retention of student
affairs professionals, and included four sets of
recommendations for addressing the problems
described in the report (Ambler, 1990). The
need for (defined) professional development
opportunities is identified in this report and
was also identified in numerous other reports
(Carpenter & Miller, 1981; Holmes, et al., 1983;
Lawling, Moore, & Groseth, 1982; Stamatakos, 1978). In fact, Evans (1988) reports that
the "need for individual development plans
and staff development programs was cited
frequently" in the literature she reviewed
(p. 23). She also noted, however, that specific
descriptions or guidelines for staff development efforts were scarce to nonexistent. There
is agreement that an intentional professional
development plan is a key factor in retention of
student affairs professionals; suggestions as to
what this plan should include, or how individuals can personalize/customize their involvement in professional development activities,
are apparently not readily available.

intentional professional

Retaining Housing Professionals
Recruitment and retention of student affairs
professionals is of particular concern for
college and university housing officers.
Housing/residence life offices recruit the
highest percentage of entry-level professionals, and offer dramatically fewer professional
positions at the middle-management and

100

development plan is a key factor
in retention of student affairs
professionals . . .

dean/director levels (Evans, 1988; Janasiewicz,
1983). In addition to highly stressful work conditions, housing shares with other functional
areas within student affairs occupational constraints, such as inadequate reward systems,
limited career mobility, life-style limitations,
and lack of support for staff development opportunities (Ambler, 1990). These constraints,
coupled with the attrition issues discussed
previously, should concern the housing profession. In fact, one could suggest that student
housing professionals should pay considerable
attention to the design and implementation of
professional development activities.

Professional Development Plan
One proactive approach for housing professionals to achieve greater career development
is the creation of a professional development
plan for the housing professional. Given the
occupational hazards listed above, as well as
the complex nature of managing a student
residence program, the need for guided professional development is important, if not essential, for housing professionals. A well-defined
professional development plan is one tactic
housing professionals could use to lessen the
possibility of burnout and increase the oppor-

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The Journal of College and University Student Housing - Volume 44, No. 2

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