Date Approved

12-8-2016

Embargo Period

12-9-2018

Document Type

Dissertation

Degree Name

EdD Educational Leadership

Department

Educational Services and Leadership

College

College of Education

First Advisor

Johnson, Ane T.

Second Advisor

Chaskes, Jay

Third Advisor

Walpole, MaryBeth

Subject(s)

Student affairs administrators--Training of

Disciplines

Higher Education

Abstract

Professional preparation and socialization of student affairs educators and their competency development is increasingly important in today's higher education environment (ACPA & NASPA, 2015; Janosik, Creamer, Hirt, Winston, Saunders, & Cooper, 2003; Schuh, Jones, & Harper, 2010). This professional preparation often occurs during graduate programs in higher education administration, and features a supervised practice component (CAS, 2012; Janosik, Cooper, Sauders, & Hirt, 2015). The purpose of this grounded theory study is to explore the process of competency development of higher education administration graduate students as part of their professional socialization into the student affairs profession. The intent of the study is to derive a grounded theory of how site supervisors contribute to professional socialization and competency development of student affairs graduate students. Nine graduate students and eight supervisors from three campuses with higher education administration graduate programs in the Philadelphia region participated in interviews describing supervisor support, professional socialization, and significant learning moments as contributors to competency development.

Available for download on Sunday, December 09, 2018

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