Higher Education and Student Affairs Master's Students' Perceptions of Their Preparation for Scholarly Practice and Implications for Program Improvement: A Mixed Methods Case Study
{"title":"Higher Education and Student Affairs Master's Students' Perceptions of Their Preparation for Scholarly Practice and Implications for Program Improvement: A Mixed Methods Case Study","authors":"Raquel Wright-Mair, Rihab Saadeddine, Candice Peters, Ashley Elmes","doi":"10.1353/csj.2022.0012","DOIUrl":null,"url":null,"abstract":"Abstract:This mixed methods case study explored how graduate students in a higher education and student affairs (HESA) program perceive their preparation to engage in scholarly practice. The study provides insights for faculty members and administrators seeking to enhance current HESA graduate programs with a thesis-only option, and impart opportunities for students to engage in transformative work that is not confined to narrow definitions of scholarly practice. The findings of this study encourage HESA educators to identify high-impact praxes, develop individualized approaches to crafting innovative culminating research projects and experiences, and build effective program infrastructures that ensure graduate students in HESA programs are adequately prepared for their future professions.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The College student affairs journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1353/csj.2022.0012","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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Abstract
Abstract:This mixed methods case study explored how graduate students in a higher education and student affairs (HESA) program perceive their preparation to engage in scholarly practice. The study provides insights for faculty members and administrators seeking to enhance current HESA graduate programs with a thesis-only option, and impart opportunities for students to engage in transformative work that is not confined to narrow definitions of scholarly practice. The findings of this study encourage HESA educators to identify high-impact praxes, develop individualized approaches to crafting innovative culminating research projects and experiences, and build effective program infrastructures that ensure graduate students in HESA programs are adequately prepared for their future professions.
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