The Competency-Based Movement in Student Affairs: Implications for Curriculum and Professional Development

Abstract

This paper examines the limitations and possibilities of the emerging competency-based movement in Student Affairs. Utilizing complexity theory and postmodern educational theory as guiding frameworks, examination of the competency-based movement will raise questions about over-application of competencies in graduate preparation programs and continuing professional development, particularly in relation to complexity reduction. Following this discussion, possibilities of utilizing the Student Affairs Competencies to increase complexity and create postmodern curricula will be examined.