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It offers actionable insights for faculty and administrators designing or enhancing HESA master’s programs, including a thesis-only option. The study emphasizes transformative scholarly work beyond narrow definitions, guides identification of high-impact praxes, and supports individualized approaches to culminating research projects and program infrastructures that prepare students for future professional roles.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/higher-education-and-student-affairs-masters-students-perceptions-of-their-preparation-for-scholarly-practice-and-implications-for-program-improvement-a-mixed-methods-case-study/599360/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/higher-education-and-student-affairs-masters-students-perceptions-of-their-preparation-for-scholarly-practice-and-implications-for-program-improvement-a-mixed-methods-case-study/599360.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about HESA graduate students?","Question",{"text":112,"@type":113},"The study investigates how final-year master’s students in an MA in Higher Education perceive their preparation for professional roles and their engagement in scholarly practice across the program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study define scholarly practice?",{"text":117,"@type":113},"Scholarly practice is defined as the connection of theory and experiential knowledge, including activities such as conducting research, working in the field, presenting, being reflexive, and engaging in discussions.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the main implication of the findings for HESA programs?",{"text":121,"@type":113},"The findings encourage HESA educators to identify high-impact praxes, develop individualized approaches for innovative culminating research projects, and build program infrastructures that ensure adequate preparation for students’ future professions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599360,1792171273,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","HIGHER EDUCATION AND STUDENT AFFAIRS MASTER’S STUDENTS’ PERCEPTIONS OF THEIR PREPARATION FOR SCHOLARLY PRACTICE AND IMPLICATIONS FOR PROGRAM IMPROVEMENT: A MIXED METHODS CASE STUDY  \nRaquel Wright-Mair  \nRowan University  \nCandice Peters  \nRowan University  \nRihab Saadeddine  \nRowan University  \nAshley Elmes  \nRowan University  \nAbstract  \nThis mixed methods case study explored how graduate students in a higher education and student affairs (HESA) program perceive their preparation to engage in scholarly practice. The study provides insights for faculty members and administrators seeking to enhance current HESA graduate programs with a thesis-only option, and impart opportunities for students to engage in transformative work that is not confined to narrow definitions of scholarly practice. The findings of this study encourage HESA educators to identify high-impact praxes, develop individualized approaches to crafting innovative culminating research projects and experiences, and build effective program infrastructures that ensure graduate students in HESA programs are adequately prepared for their future professions.  \nPlease direct inquires about this manuscript to: Raquel Wright-Mair, [wrightmair@rowan.edu](wrightmair@rowan.edu)  \nCollege Student Affairs Journal, Volume 40(2), pp. 13-32 ISSN 2381-2338  \nCopyright 2022 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n14 College Student Affairs Journal Vol. 40, No. 2, 2022  \nH  \nigher education and student affairs (HESA) preparation programs, based on recommendations from the Council for the Advancement of  \nStandards in Higher Education (CAS), must strive to support students in their scholarly endeavors (CAS, 2019) . To this point, graduate programs in the field of higher education should be shaped to nurture scholar-practitioners who can “balance and integrate ‘doing’ with ‘knowing’”(Kupo, 2014, p. 89) . They must ensure students understand scholarship’s multidimensionality, breadth, and depth (Boyer, 1990; Kupo, 2014) and its application to practice. Throughout this manuscript, we refer to scholarly practice and define it as the connection of theory and experiential knowledge (e.g., conducting research, working in the field, presenting, being reflexive, engaging in discussions) . If student affairs practice is void of integrating theory and practice, practitioners are likely to enter the  \nprofession un(der)prepared (Evans et al., 1998) .  \nGiven the increase in HESA programs over the last few decades (Calhoun et al., 2020; CAS, 2019; Tull & Kuk, 2012), it is necessary to investigate how these programs carve out pathways for graduate students to engage comprehensively in theoretical and practical preparation for their professional roles. Additionally, researchers need to investigate how students perceive their level of preparedness for their professional roles through their participation in HESA programs. This focus is especially important since critical examinationson HESA graduate programs are limited. As Perez (2016) suggested, there is a need to explore how HESA graduate programs can better support the success of future student affairs professionals by integrating more practical training into the theoretical components of their graduate curriculum. Additionally, examining specific instances of barriers to adequate professional preparation in HESA graduate programs can shed light on how these programs can better prepare students for their future careers (Perez, 2016) . In response to these needs, we designed a case study to illumi-  \nnate the experiences of graduate students in one HESA graduate preparation program. The purpose of this case study was to examine the perceived level of preparation for professional roles of final-year master’s students in an MA in Higher Education program and understand their engagement in scholarly practice throughout their program. Through this study, participants had an opportunity to eva","cbCaiohJ0QriAXyg","https://ap.wps.com/l/cbCaiohJ0QriAXyg","pdf",986436,"English","# Abstract\n# Introduction\n# Literature Review\n## CAS Standards for HESA Master’s Preparation Programs","[{\"question\":\"What does the study investigate about HESA graduate students?\",\"answer\":\"The study investigates how final-year master’s students in an MA in Higher Education perceive their preparation for professional roles and their engagement in scholarly practice across the program.\"},{\"question\":\"How does the study define scholarly practice?\",\"answer\":\"Scholarly practice is defined as the connection of theory and experiential knowledge, including activities such as conducting research, working in the field, presenting, being reflexive, and engaging in discussions.\"},{\"question\":\"What is the main implication of the findings for HESA programs?\",\"answer\":\"The findings encourage HESA educators to identify high-impact praxes, develop individualized approaches for innovative culminating research projects, and build program infrastructures that ensure adequate preparation for students’ future professions.\"}]","HIGHER EDUCATION AND STUDENT AFFAIRS MASTER’S STUDENTS’ PERCEPTIONS OF THEIR PREPARATION FOR SCHOLARLY PRACTICE AND IMPLICATIONS FOR PROGRAM IMPROVEMENT - A MIXED METHODS CASE STUDY | PDF",1792088626]