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How Student Affairs Professionals Learn to Advocate: A Phenomenological Study
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Laura M. Harrison
Published/Copyright:
August 13, 2014
Abstract
This phenomenological study examined how student affairs professionals learn advocacy skills and what they learn in their education on this topic. Findings based on 22 interviews show participants felt underprepared by their graduate programs for the myriad challenges involved with advocating for students. Findings indicate participants found other sources of knowledge on this topic and identified core competencies they believe helped them become successful advocates. The author presents implications for professionals and graduate educators
Published Online: 2014-8-13
Published in Print: 2014-8-1
© 2014 by Walter de Gruyter Berlin/Boston
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Articles in the same Issue
- Invited Feature Article
- An Ethic of Care in Higher Education: Well-Being and Learning
- Peer Reviewed Article
- Predictors of College Students Engaging in Social Change Behaviors
- How Student Affairs Professionals Learn to Advocate: A Phenomenological Study
- Best Practices
- Service, Dialogue, and Reflection as Foundational Elements in a Living Learning Community
- Opinions and Perspectives
- More Than Winning: When Students Become Teachers of Civic Engagement
- Interfaith Cooperation
- Better Together: Considering Student Interfaith Leadership and Social Change
- What They’re Reading
- Faithiest: How an Atheist Found Common Ground With the Religious
- Ethical Issues on Campus
- Naming Our Ignorance in Service to Our Diversity Commitment
