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Examining Scholar-Practitioner Identity in Peer-Led Research Communities in Higher Education Programs

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dc.contributor.authorBettencourt, Genia
dc.contributor.authorMalaney, Victoria K.
dc.contributor.authorKidder, Caitlin J.
dc.contributor.authorGeorge Mwangi, Chrystal A.
dc.contributor.departmentUniversity of Massachusetts Amherst
dc.contributor.departmentUniversity of Massachusetts Amherst
dc.contributor.departmentUniversity of Massachusetts Amherst
dc.contributor.departmentUniversity of Massachusetts Amherst
dc.date2023-09-23T20:06:05.000
dc.date.accessioned2024-04-26T08:53:26Z
dc.date.available2018-01-25T00:00:00Z
dc.date.issued2017-01-01
dc.description<p>For published version, please visit:</p> <p>Bettencourt, G., Malaney, V., Kidder, C., & George Mwangi, C.A. (2017). Developing a scholar-practitioner identity: Peer-led communities of research in higher education preparation programs. Journal for the Study of Postsecondary and Tertiary Education, 2, 95-113. doi: <a href="https://doi.org/10.28945/3783">10.28945/3783</a></p>
dc.description.abstractAim/Purpose: The purpose of this study is to explore how research skills and communities can be promoted in student affairs and/or higher education graduate preparation programs through a peer-led, team-based model. Background: Numerous scholars emphasized a lack of empirical research being conducted by student affairs professionals, even though integration of scholarship with practice remains of critical importance to field of higher education. Methodology: Though a descriptive case study of a graduate research course, we engage both quantitative and qualitative data points in a convergent parallel mixed methods design. Contribution: This study provides an important contribution in understanding how graduate programs may better prepare students to engage within a spectrum of scholar-practitioner identity. Findings: Findings suggest that while participants see value in a scholar-practitioner identity and its impact on their future goals, there is often a discrepancy between the perceived feasibility of embodying the role in actual student affairs practice as well as variations across master’s and doctoral student levels. Recommendations for Practitioners: Recommendations for practice include working to integrate scholarship in professional positions and promoting greater collaboration between graduate coursework and professional supervisors. Recommendation for Researchers: Recommendations for researchers include continuing to examine how communities of practice develop across the levels of graduate socialization. Impact on Society: Understanding how individuals engage in scholarship in their fields carries interdisciplinary implications for merging research into professional roles. Future Research: A key area for future research is longitudinal inquiry into how emerging professionals in higher education/student affairs negotiate the scholar-practitioner spectrum across career development.
dc.description.pages95-113
dc.identifier.doihttps://doi.org/10.28945/3783
dc.identifier.urihttps://hdl.handle.net/20.500.14394/5469
dc.relation.ispartofJournal for the Study of Postsecondary and Tertiary Education
dc.relation.urlhttps://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1020&amp;context=cfssr_publishedwork&amp;unstamped=1
dc.rightsUMass Amherst Open Access Policy
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.source.issue2
dc.source.statuspublished
dc.subjectScholar-practitioner
dc.subjectstudent affairs
dc.subjecthigher education
dc.subjectHigher Education
dc.titleExamining Scholar-Practitioner Identity in Peer-Led Research Communities in Higher Education Programs
dc.typearticle
dc.typearticle
digcom.contributor.authorisAuthorOfPublication|email:gbettenc@umass.edu|institution:University of Massachusetts Amherst|Bettencourt, Genia
digcom.contributor.authorisAuthorOfPublication|email:vmalaney@educ.umass.edu|institution:University of Massachusetts Amherst|Malaney, Victoria K.
digcom.contributor.authorisAuthorOfPublication|email:ckidder@umass.edu|institution:University of Massachusetts Amherst|Kidder, Caitlin J.
digcom.contributor.authorisAuthorOfPublication|email:chrystal@umass.edu|institution:University of Massachusetts Amherst|George Mwangi, Chrystal A.
digcom.date.embargo2018-01-25T00:00:00-08:00
digcom.identifiercfssr_publishedwork/14
digcom.identifier.contextkey11424109
digcom.identifier.submissionpathcfssr_publishedwork/14
dspace.entity.typePublication
relation.isAuthorOfPublication17462e1e-13fc-4978-85c0-80a344c87281
relation.isAuthorOfPublication.latestForDiscovery17462e1e-13fc-4978-85c0-80a344c87281
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