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

Abstract

Aim/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.

Encouraging Practitioner Research Engagement: Overcoming Barriers

“…Overcoming the barriers to practitioner research engagement begins with identifying the barriers that stand in the way: the busyness of daily practice (Schroeder & Pike, 2001;Sriram, 2011), negative perceptions surrounding research's value to daily practice (Kezar, 2000), and a lack of competency in performing research activities (Daniel et al, 2016;Herdlein, 2004;Schroeder & Pike, 2001;Sriram, 2011;Waple, 2006;Young & Janosik, 2007). Although these barriers may feel overwhelming to the practitioner, there are simple steps that can be taken to overcome these challenges, such as collaborating with peers (Bettencourt et al, 2017;Hanson & Denzine, 2000) or identifying questions that are related to one's daily practice (Hanson & Denzine, 2000). By providing practitioners with small, practical actions, engagement in research can become more achievable and less of an intimidating venture.…”

“…Collaborating on research projects can help practitioners benefit from their colleagues' skills in different research methodologies, practices, and instruments (Hanson & Denzine, 2000). Practitioners should not limit themselves to collaborations with colleagues; graduate students studying higher education are especially interested in engaging in research in the field and tend to be frustrated by the lack of opportunities available to them (Bettencourt et al, 2017). Practitioners can invite graduate students on campus to assist with research projects to ease the burden of work and to support the development of research skills in the next generation of higher education practitioners.…”

“…A sense of cultural encouragement helps practitioners feel like they are supported in their engagement in research (Sriram, 2011). Further, engagement in team-based research projects has been found to aid in the development of a scholar-practitioner identity (Bettencourt et al, 2017). In sum, practitioners who are engaged in a community that supports research practice are more likely to find value in the research process itself.…”

Novice mentors versus mentees: Mentoring experiences in mathematics at General Education and Training phase

“…In CoP there is creation and transmission of knowledge as members develop the practices and identities appropriate to that community (teaching and learning) (Bettencourt, Malaney, Kidder, & Mwangi, 2017). Within it, mentor, mentee and lecturer should be able to build on trust and honesty so that they can learn from each other.…”

Educational Leadership Doctoral Faculty Academic Qualifications and Practitioner Experiences in Georgia

“…In addition, reflection is a key component of determining if the knowledge that was created holds true to the five key areas. To this end, the findings from a recent study (Bettencourt, Malaney, Kidder & Mwangi, 2017) examined graduate students in an educational leadership program (focused in higher education administration) and the findings indicated students see the value in serving as a scholarly practitioner.…”