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
Advisor
Johnson, Ane T.
Committee Member 1
Chaskes, Jay
Committee Member 2
Walpole, MaryBeth
Keywords
competency development, graduate students, professional competencies, student affairs, supervised practice, supervision
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.
Recommended Citation
Tinnin, Andrew S., "Encouraging professional competency development of higher education administration graduate students through supervised student affairs practice" (2016). Theses and Dissertations. 2338.
https://rdw.rowan.edu/etd/2338
