Repository logo
 

Stories of transition between graduate preparation programs and community-college student affairs

Simple item page
dc.contributor.authorWhite, Marisa Vernon, author
dc.contributor.authorAnderson, Sharon K., advisor
dc.contributor.authorTungate, Susan, committee member
dc.contributor.authorKretovics, Mark, committee member
dc.contributor.authorKuk, Linda, committee member
dc.date.accessioned2021-06-07T10:21:03Z
dc.date.available2021-06-07T10:21:03Z
dc.date.issued2021
dc.description.abstractThe purpose of this study is to provide a basis for understanding how new student-affairs professionals transition from their graduate preparation programs and into community-college work within zero to 3 years after having completed their master's degree. The study was guided by three specific research questions: (a) How do individuals experience the transition from graduate-school preparation programs and community-college student-affairs work as two separate, but related, cultures?; (b) What external factors facilitate new student-affairs professionals transitions' from graduate school into community-college work?; and (c) What internal or personal factors support this transition between graduate school and community-college work? This study was constructed using two primary frameworks: community colleges as a subculture (Sebald, 1975) within the American higher education system, and Schlossberg's (1981, 2008) transition theory and 4S system, which identify factors across internal and external domains that support individuals as they experience change in their lives. Through a qualitative, narrative-inquiry approach that highlighted the lived experiences and personal stories of five individuals, key findings describe specific areas of perceived misalignment (broad roles, localization, organizational structure and dynamics) and an emergent colloquialism ("especially at community colleges") that described differences between the two separate, but related, cultures. Participants' stories also revealed the influence of graduate school, sense of community, "doing work that matters," and situational factors as supportive of their transitions. Implications for practice include strengthening both professional pipelines to community-college student-affairs work and graduate program design.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierWhite_colostate_0053A_16478.pdf
dc.identifier.urihttps://hdl.handle.net/10217/232590
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2020-
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectgraduate program
dc.subjectnarrative inquiry
dc.subjectsubculture
dc.subjecthigher education
dc.subjectcommunity college
dc.subjectstudent affairs
dc.subjecttransition
dc.subjectpreparation
dc.titleStories of transition between graduate preparation programs and community-college student affairs
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
White_colostate_0053A_16478.pdf
Size:
938.3 KB
Format:
Adobe Portable Document Format
Download

Collections

2020-
Theses and Dissertations