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

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dc.contributor.authorEaton, Paul William
dc.date.accessioned2018-08-30T21:06:32Z
dc.date.available2018-08-30T21:06:32Z
dc.date.issued2016
dc.descriptionPost Print version of an article that appeared in Journal of College Student Development Volume 57 Issue 5 pages 573-589.en_US
dc.description.abstractThis 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.en_US
dc.description.departmentEducation
dc.identifier.citationEaton, 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.2016.0061en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11875/2408
dc.publisherJournal of College Student Developmenten_US
dc.subjectstudent affairsen_US
dc.subjecteducational theoryen_US
dc.subjectcompetency-based movementen_US
dc.titleThe Competency-Based Movement in Student Affairs: Implications for Curriculum and Professional Developmenten_US
dc.typeArticleen_US

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