Tensions around the Use of Research and Theory in Student Affairs ...

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1960s and 1970s; today many faculty members worked as practitioners and their research reflects this influence much more closely. Yet the assumption is still there. The guidelines for the Journal of College Student Development state that main articles may include utility for practitioners (“support for practitioner efforts to apply theoretical or developmental constructs to programs in the field; or Support for increasing our knowledge of organizational behaviors so that effective tactics and strategies might be applied to the implementation of developmentally focused programs on the campus” (ACPA). As previously mentioned, the recent NASPA/ACPA document Professional Competencies for Student Affairs Practitioners (2011) included “Assessment, Evaluation, and Research” as a competency area, with basic skills to include “effectively articulate, interpret, and use results of assessment, evaluation, and research reports and studies, including professional literature” (p. 8), indicating an expectation for practitioners, even at a basic level, to engage with the available data and literature to inform their practice. The information, however, must be made accessible in ways that are applicable to the work of the administrator if he/she is going to spend time reviewing it. Broido (2011), in her response to Blimling’s essay, explained the tension between these goals when she noted that student affairs faculty could make scholarship more useful to practitioners. Additionally, research that is “cutting edge” or innovative, as opposed to “proving” what is believed to be obvious, will be more appealing to those who will apply the findings in their daily work. Despite the lack of available time that seems to preclude professional reading, there are some ways that administrators can access theory and research information using time already allocated to professional development. Many student affairs administrators attend professional conferences where theoretical and research presentations are available. Attending sessions is one Page 10 of 12
way to gain information. Additionally, professional development provided on one’s home campus or in one’s department can include discussions about recent additions to the research and theoretical literature and how that information applies to student affairs practice. Required professional development sessions or optional reading/discussion groups are methods of encouraging the discussion about useful information that should lead to educated practice. Among researchers, it is important that prior to beginning a new study they ask themselves “what will this contribute to the practice of working with students?” or “how can this be used by a student affairs organization?” These questions are critical elements to addressing the tension between practice and research. It is not about finding the straight simple answer; it is about understanding the complexities of our systems and constantly working to make them better. The desire for the simple answer will just continue to frustrate the field and divide scholars and practitioners. Embrace the complexity and tensions within student affairs work. Page 11 of 12
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