It has largely been assumed that graduates of doctoral programs labeled as scholar-practitioner (SP-p), via the institution’s website or marketing material, demonstrate their dual-identity within their professional practice after graduation (Moats, 2017). Yet, individuals may not demonstrate their dual-identity for a host of reasons. Primary factors may include, however are not limited to, the lack of formation or association with Scholar-Practitioner (SP) identity, or the inability to demonstrate behaviors consistently associated with SP identity in professional practice. Until demonstrated outcomes from enacting the identity of SPs can be captured in quantifiable terms, the construct remains largely theoretical since it is not clearly documented (Moats, 2017). This study described the process for utilizing qualitative methodology to design a quantitative assessment for the construct of scholar-practitioner using grounded theory. The research design followed two consecutive phases. First, through the use of qualitative open-ended questions via survey and semistructured interviews with graduates of doctoral programs labeled as SP-p, this study distilled the primary themes involved in demonstrating the dual-identity of SP in professional settings. After triangulation and saturation of the data, five primary themes emerged from phase one. The second phase followed the five step methods suggested by Rockinson-Szapkiw (2018) and Tourangeau (1984), to develop a scale that assesses the operationalized construct of SP: definition, item development, feasibility pilot, item validation, and deployment. The resulting SP Scale was developed with the intent to provide individuals with a means for assessing their own behavior in relation to the demonstrated SP identity
