A Narrative Analysis of the Process of Self-Authorship for Student Affairs Graduate Students

Research on preparation programs for student affairs professionals has focused primarily on identifying competencies. Limited attention has been paid to the process of how meaning is made of preparation program experiences. Of the scholarship conducted, minimal consideration has been paid to the relationship between development and the environment. The purpose of this study was to explore the process of self-authorship for graduate students within a student affairs preparation program, and the environmental conditions that promoted that process. Utilizing narrative inquiry methodology (Clandinin & Connelly, 2000; Lieblich, Tuval-Mashiach, & Zilber, 1998; Marshall & Rossman, 1999; Shank, 2002), data was collected through in-depth interviews of six graduates of a student affairs preparation program meeting the standards set by the Council for the Advancement of Standards (2009), and analyzed using the constant comparative method (Lieblich et al., 1998). The preparation program studied was located at a public research university in the Midwest. The results were considered in relation to constructive-developmental theory (Boes, Baxter Magolda, & Buckley, 2010), self-authorship theory (Baxter Magolda, 2001; Kegan, 1982, 1994), the environment of reference model (Conyne & Clack, 1981), the learning partnerships model (Baxter Magolda, 2004), and transition theory (Schlossberg, Waters, & Goodman, 1995). Results indicated that although movement toward self-authorship was achieved those who graduated had not fully reached self-authorship. The conditions identified that promoted the process of self-authorship included self-reflection and experiencing different perspectives. For example, participation in self-reflection helped participants separate their own meaning from that of others, as well as determine the value of the meaning made. The results also indicated that the participants sought out support within the environment as they experienced transition. Finally, the findings included a description of conditions within the environment that aided the participants in deciding to select the specific preparation program studied. Although the interaction between the environmental conditions and the participants' meaning making systems varied, the findings can be transferred to student affairs preparation program environments, as well as practitioner environments

Project Management and sustainability - review of the 4th IPMA Research Conference 2016

The 4th IPMA research conference was held on Project Management and Sustainability in Reykjavik, Iceland from September 14th - 16th 2016. In this article, we give a general outline of the structure of the conference, the main findings and what they mean for the project management community

Gestaltungsleitlinie für Architektur und Stadtraum in Dresden

Die Architektur von Wohn- und Geschäftshäusern in der Stadt wird zu oft als gesichtslos und austauschbar wahrgenommen. So diskutieren es die Stadträte im Ausschuss für Stadtentwicklung, Bau, Verkehr und Liegenschaften. Und so reflektieren es immer wieder die Medien. Stadtrat und Bürgerschaft beklagen einen Verlust an Baukultur. Deshalb hat der Stadtrat die Verwaltung beauftragt, Empfehlungen für die Gestaltung, Architektur und Stadtplanung in Dresden zu erarbeiten. Sie sollen als eine Hilfestellung für das Einfügen neuer Bauwerke in die Umgebungsbebauung dienen sowie Bauqualität und das Gestalten neuer Bauwerke und Stadtquartiere fördern. Hierzu hat das Amt für Stadtplanung und Mobilität dies Gestaltungsleitlinie für Architektur und Stadtraum in Dresden erarbeitet. Redaktionsschluss: Oktober 202

Reducing Crop Production Cost

PDF pages: 2

From the Editors

Editors\u27 Note

The Process of Self-Authorship for New Student Affairs Professionals

Using narrative inquiry, this study explored the process of self-authorship for five new student affairs professionals during their first two years as student affairs professionals. Past research on new professionals focused mainly on what new professionals need to know rather than how they make meaning. The findings suggest that the process of development included realizing that those with a shared identity do not always experience the world similarly, creating their environment upon realizing that it was not going to simply meet their needs, and beginning to question their own thoughts. These findings highlight the need to continue providing intentional developmental opportunities for new professionals

Reviewer Acknowledgments

Reviewer Acknowledgment

From the Editors

Editors\u27 Note

Editors\u27 Notes

Editors\u27 Note

Reviewer Acknowledgments

Reviewer Acknowledgment