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The work defines professional socialization as acquiring values, attitudes, skills, and competencies, then frames equity, diversity, and inclusive excellence (EDI) as a key competency area. Using ACPA/NASPA guidance on professional competency levels, the author designs an EDI-centered activity, sets growth objectives across basic, intermediate, and advanced stages, and describes how ongoing self-assessment and reflection support effective, inclusive leadership.",{"@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/is-strategic-development-of-leadership-capacity-for-the-higher-education-workplace-possible-majorie-angel-brown/598665/",{"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/is-strategic-development-of-leadership-capacity-for-the-higher-education-workplace-possible-majorie-angel-brown/598665.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is meant by professional socialization in the paper?","Question",{"text":112,"@type":113},"Professional socialization refers to acquiring values, attitudes, skills, and competencies related to a professional subculture, aimed at integrating a new professional role into one’s identity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the author use EDI as a strategy for leadership development?",{"text":117,"@type":113},"Equity, Diversity, and Inclusion is treated as a competency area within the socialization process. The author designs an activity to advance awareness, systemic understanding, and leadership in inclusive institutional culture.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the progression levels described for the EDI competency?",{"text":121,"@type":113},"EDI progresses from basic self-awareness and articulation of differences, to intermediate identification of systemic barriers and advocacy for dismantling them, to advanced leadership that supports open exchange of ideas and addresses power and privilege.","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},598665,1793113500,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"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":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","20  \nIs Strategic Development of Leadership Capacity for the Higher Education Workplace Possible?  \nMajorie Angel Brown  \nUniversity of Toronto  \nBeginning graduate students who are working in higher education can benefit from establishing a professional development plan designed to enhance leadership capacity. The challenge is to align personal goals with those of the graduate program, yet ensure that collegial socialization andprofessional competency development occurs. Professional socialization refers to the acquisition of values, attitudes, skills, and competencies pertaining to a professional subculture. In this paper, I describe an activity I designed and the process I used that address equity, diversity, and inclusion as one professional competency area in my socialization process as a strategy to become a more effective leader.  \nIntroduction  \nGraduate student socialization  \n“voluntarily learning new and  \nis a process of different sets of  \nattitudes, values, and behaviours from those in my background and previous experiences for the purpose of integrating the new professional role into my identity” (Weidman, Twale, & Stein, 2001, p. 6) . Iam seeking involvement and investment by faculty in my Ph.D. program, as recommended by Thornton and Nardi (cited in Weidman, Twale, & Stein, 2001), that Black women Administrators and indigenous scholars write about as missing in their experiences (Byrd, 2009; Henry & Tator, 2009; Lewis & Bush, 2010) . These recommended experiences include clear, realistic guidelines, collaborative dialogue,  \nand formal mentoring roles (Cress, 2008; Freese & Strong, 2008; Mighty, Ouelett, & Stanley, 2010) .  \nEquity, Diversity, and Inclusive Excellence (EDI) for Socialization  \nAs I began a new journey embarking on a Ph.D. at the Ontario Institute for Studies in Education/ University of Toronto, I wanted to maximize opportunities to develop my competence within a framework of professional socialization. I reviewed the report Professional Competency Areas for Student Affairs Practitioners, which was developed by a joint task force comprised of members of College Student Educators International (ACPA), and Student Affairs  \nAdministrators in Higher Education (NASPA), and finalized July 24, 2010. While the profession as described by the document is prevalent in the United States, and the report is intended primarily for that audience, I am a member of both associations and subscribe to the learning outcomes for my own skill and role development.  \nThe competencies outlined were developed and endorsed by both organizations. They are listed with a description first, and then several categories of expected learning and skill development for each of basic, intermediate, and advanced levels. The intention is for student affairs practitioners to examine themselves and devise a strategy to develop capacity, and to practice the necessary attributes outlined. I designed a profile for myself that will serve me for years to come as I continue to grow and learn. I expect this profile to evolve during each year of the [Ph.D. as](Ph.D. as) I adjust and become transformed, and set objectives in all competency areas and within each level.  \nEach competency area begins with a description, and each has three levels: basic, intermediate, and advanced. The 10 competency areas are listed below:  \n1. Advising and Helping  \n2. Assessment, Evaluation, and Research  \n3. Equity, Diversity, and Inclusion  \n4. Ethical Professional Practice  \n5. History, Philosophy, and Values  \n6. Human and Organizational Resources  \n7. Law, Policy, and Governance  \n8. Leadership  \n9. Personal Foundations  \n10. Student Learning and Development  \nEquity, Diversity, and Inclusion (EDI) is the third of the ten competencies, and is described as “the knowledge, skills, and attitudes needed to create learning environments that are enriched with diverse views and people. It is also designed to create an institutional ethos that accepts and celebrat","cbCaicQ1UZ0nvvUs","https://ap.wps.com/l/cbCaicQ1UZ0nvvUs","pdf",753782,"English","# Introduction\n## Graduate student socialization\n## Equity, Diversity, and Inclusive Excellence (EDI) for Socialization\n## How to Improve Practice of Educators","[{\"question\":\"What is meant by professional socialization in the paper?\",\"answer\":\"Professional socialization refers to acquiring values, attitudes, skills, and competencies related to a professional subculture, aimed at integrating a new professional role into one’s identity.\"},{\"question\":\"How does the author use EDI as a strategy for leadership development?\",\"answer\":\"Equity, Diversity, and Inclusion is treated as a competency area within the socialization process. The author designs an activity to advance awareness, systemic understanding, and leadership in inclusive institutional culture.\"},{\"question\":\"What are the progression levels described for the EDI competency?\",\"answer\":\"EDI progresses from basic self-awareness and articulation of differences, to intermediate identification of systemic barriers and advocacy for dismantling them, to advanced leadership that supports open exchange of ideas and addresses power and privilege.\"}]","Is Strategic Development of Leadership Capacity for the Higher Education Workplace Possible? - Majorie Angel Brown | PDF",1792087352,13]