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Abstract
This phenomenological study examined how student affairs professionals learn advocacy skills and what they learn in their education on this topic. Findings based on 22 interviews show participants felt underprepared by their graduate programs for the myriad challenges involved with advocating for students. Findings indicate participants found other sources of knowledge on this topic and identified core competencies they believe helped them become successful advocates. The author presents implications for professionals and graduate educators
Published Online: 2014-8-13
Published in Print: 2014-8-1
© 2014 by Walter de Gruyter Berlin/Boston
