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

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    Date
    2016
    Author
    Eaton, Paul William
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    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.
    URI
    http://hdl.handle.net/20.500.11875/2408
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    • College of Education
    Citation
    Eaton, P.W. (2016). The competency-based movement in student affairs: Implications for curriculum and professional development. Journal of College Student Development, 57(5),573-589. https://doi.org/10.1353/csd.2016.0061
    Description
    Post Print version of an article that appeared in Journal of College Student Development Volume 57 Issue 5 pages 573-589.

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