Chapter 10: Supervision of New Professionals

Numerous studies concerning the preparedness of new professionals or early-career professionals for full-time work in the profession have been conducted within the past 2 decades (Cuyjet et al., 2009; Gansemer-Topf & Ryder, 2017; Hirschy et al., 2015; Renn & Jessup-Anger, 2008). New professionals in student affairs are typically students who have graduated from a master’s program in student affairs and higher education and are within their first five years of full-time professional employment (Hirschy et al., 2015). Graduate preparation programs in student affairs, which includes academic curriculum and cocurricular experiences (i.e. graduate assistantships, internships, and practicums) remain one of the primary means of socialization into the knowledge, skills, and dispositions needed for student affairs practitioners (Kuk & Cuyjet, 2009). Supervisors and mentors play a pivotal role in the preparation and transition into the field as new professionals tend to seek advice from their supervisors and more seasoned professional mentors to navigate challenging situations in their work environment (Renn & Jessup-Anger, 2008). In the National Study of New Professionals in Student Affairs, Renn and Jessup-Anger (2008) analyzed qualitative data from 90 new professionals in their first full-time position. One rationale for the study was the high attrition rate of new professionals (50%–60%) from the field. The attrition rate of new professionals from the field is still of concern and the COVID-19 pandemic may have accelerated the attrition of new professionals from the field for reasons including long work hours, caretaking responsibilities for family members, and inflexible work schedules.