Educational needs of financial aid administrators as perceived by financial aid directors /
This study had two primary purposes: (a) identify the competencies perceived by financial aid directors to be essential for an individual to either have or develop during the first year of employment in the financial aid field and (b) determine what method of training leads to these competencies. T...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2003.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=765102241&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This study had two primary purposes: (a) identify the competencies perceived by financial aid directors to be essential for an individual to either have or develop during the first year of employment in the financial aid field and (b) determine what method of training leads to these competencies. This study utilized an expert panel comprised of school members on the Southwestern Association of Financial Aid Administrators (SWASFA) Board of Directors. Eighteen members made up the expert panel that assisted in identifying competencies that were incorporated in the survey and completed three rounds through the Delphi technique. Utilizing three electronic questionnaires, the panel reached consensus on 70 essential competencies for entry-level financial aid administrators. These competencies were represented in the following seven categories: Leadership, Fiscal Management, Personnel Management, Communication, Professional Development, Technological Processes and Assessment, and Student Contact/Customer Service. These categories were constructed based on each panel member submitting ten competencies during Round One of the study and subsequently rating and possibly re-rating each competency in Rounds Two and Three. Utilizing basic descriptive statistics including median, mean, and interquartile range, all numerical data were analyzed. Frequency was used to analyze and report the panelist's recommendations for the preferred sources of training or instruction utilized in developing competencies. The panelists indicated their top five methods of training entry-level financial aid professionals in Round One. Conclusions drawn from this study included the preferred method of delivery of financial aid administrator training and competencies considered preferred. The panel members unanimously selected on-the-job training for entry-level professionals as the number one method of financial aid professional preparation. After analyzing and ranking the categories and competencies in Round Two and Round Three, the panel also concluded that integrity and ethics are the most critical competencies valued by directors in the recruitment, selection, and hiring of entry-level financial aid administrators. |
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| Item Description: | Vita. "Major Subject: Educational Human Resource Development". |
| Physical Description: | xii, 280 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 125-141). |