Karen J. Haley

The Influence of Cultural Social Identity on Graduate Student Career Choice.

This study examines and enriches understanding of the career choice process for graduate students of color. Social identity theory (SIT) is used as a framework to expand our understanding of how and why graduate students choose (or do not choose) faculty careers. Graduate students’ cultural social identities influenced their career choice beyond work–life balance as they sought an integrated life that included values, beliefs, and perspectives that represent their cultural community.

Using Biographical Prompts to Build Community in an Online Graduate Course: An Adult Learning Perspective.

Adult learners are taking advantage of the availability and convenience of online education. Mature learners in online higher education classrooms bring a wealth of experience filtered through cultural, generational, and socioeconomical differences. The purpose of this research was to explore community building in an online graduate course by tapping learners’ prior experience using an autobiographical memory exercise. The authors found that building social presence through course design contributed to increased communication and learning and encouraged an active and engaged online learning community. Recommendations for improving online learning communities provide educators with ideas for practice.

Going Beyond Conference Registration: Creating Intentional Professional Development for Student Affairs Educators

Understanding the professional growth and development of student affairs professionals is critical to the future of the profession. The purpose of this study was to examine professional development behaviors in student affairs professionals using claims about learning to better understand the context of the learner, what is being learned, and the processes for facilitating learning practices in order to make recommendations for the development of intentional professional learning plans.

Put Theory Into Practice

Audrey J. Jaeger, Stephany Dunstan, Courtney Thornton, Alyssa B. Rockenbach, Joy G. Gayles, and Karen J. Haley argue that applying our theoretical frameworks in everyday decision making will help us to be more efficient and effective—and they provide a user-friendly analogy to guide us in this endeavor.

Chapter 6 – Career Coherence, Agency, and the Postdoctoral Scholar

Abstract This study explored the connections between elements of Magnusson and Redekopps 2011 model of coherent career practice and agency to better understand how postdoctoral scholars in science, technology, engineering, and mathematics (STEM) fields define and take action to realize their professional career goals. An initial survey of 172 postdocs and 19 individual interviews provided examples of how agency functions in the context of advancing career goals. Findings led to the development of three typical patterns relating to agency and goal clarity. These patterns point suggest interventions that may better support the career development needs of STEM postdocs.

Scholarship of Student Affairs Professionals: Writing Strategies and Identity Explored Through Coaching

This study explored effective writing strategies and scholarly identity formation during a structured program intended to help mid-level student affairs professionals produce manuscripts for publication. The most important strategy participants identified was to create a habit of practice to foster writing. After working with the researchers, three of the five participants self-identified as scholars. This study has implications for the student affairs profession, its national organizations, and for graduate programs in higher education.

Equity and the “B” Word: Budgeting and Professional Capacity in Student Affairs

The dual pressures of the national college completion agenda and diminished public investment in higher education have led to a growing reliance on performance-based policies. Using a policy implementation framework, this qualitative study examines the implementation of a performance-based budgeting model at a broad-access urban research university and its implications for student affairs practice. The findings revealed a need for increased capacity within student affairs to better align resources with student success and equity objectives.