A Case Study of Higher Education Competency Models Utilizing an Assessment Framework

Abstract

The overall purpose of this study is to explore the creation and implementation of competency models in higher education masters level preparation programs. The study answers five research questions. Why and how did two higher education preparation programs create a professional competency model for the graduate students in the program and what are the characteristics of those competency models? What outcomes and assessment measures have been identified? How have faculty members and graduate assistantship supervisors created intentional experiences that lead to the identified outcomes? How have assessment results been used to improve learning? How do stakeholders perceive the competency model and its effectiveness? Through case studies of two student affairs preparation programs at Colorado State University and Bowling Green State University, which have already created and implemented competency models for their master's level graduate students, I provide guidance and direction for other preparation programs that are hoping to implement models in the future or programs that are hoping to revise their models to better meet students. The case studies included document analysis and interviews with faculty members, graduate assistantship supervisors, and graduate students. I drew five major conclusions from the study. Several factors influenced the adoption of the competency model, but the decision-making process for selecting specific competencies for the model cannot be explained by a theoretical framework. Competency models are more alike than different despite not being exactly the same. Structure and accountability are important for the students in order for them to be successful with the model. A connected social environment is important. Competency model results are not being used, and should.