Supervisors of on-campus student employees are perhaps the most consistent touchpoint of a working undergraduate’s college experience and the criticality of this role within higher education has gone relatively unrecognized. The current study explored how student affairs professionals learn to supervise student employees who work part-time on campus in co-curricular settings. This qualitative investigation of 11 student affairs professionals sought to learn what supervisors of student employees perceive to be the responsibilities of their role and how they learned to supervise on-campus student employees. Using Role Identity Theory to frame this research, the findings revealed that the participants felt they embodied a plethora of idiosyncratic identities in their role as a supervisor of student employees. Participants experienced a range of emotions associated with their extensive scope of responsibility. Their perceived responsibilities were vast in nature and in stark contrast to what they felt was expected of them from their supervisors’ and institutions’ points of view. The findings demonstrated that participants taught themselves how to supervise in the absence of supervisory coursework in their educational programs and institutions’ human resources trainings. The data also revealed unexpected findings, such as the supervisory challenges presented by current events and students’ motivation to work. Additionally, the participants’ experiences put a spotlight on the impact of student employment on institutions of higher education. This study provides extensive recommendations for practice and areas of future research. To reap the institutional rewards of on-campus student employment programs, colleges and universities must invest in the supervisors who are responsible for these students. / Educational Leadership
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/10184 |
| Date | 05 1900 |
| Creators | Celano, Kim, 0009-0002-7209-4547 |
| Contributors | Johnson, Jennifer M, Levine Laufgraben, Jodi, Holmes, Aja C, Peach D'Angelo, Kathryn |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 179 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/10146, Theses and Dissertations |
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