SELECT STUDENT AFFAIRS ADMINISTRATORS’ EXPERIENCES WITH ON-CAMPUS STUDENT EMPLOYEE SUPERVISION: A CASE STUDY

On-campus student employment helps students gain transferable skills for their future careers, but how students develop through employment has been inconsistent because differences in knowledge, training, and resources available to supervisors has led to varying developmental opportunities. The purpose of this qualitative case study was to understand the experiences student affairs administrators had with supervising on-campus student employees in higher education. This study involved five select supervisors at an institution with a student employment program that focused on the development of student employees and supervisors. I applied Astin’s input-environment-outcome model to explore the supervisory journey to understand the inputs supervisors brought into a supervisory experience, the environment experienced while supervising part-time, on-campus student employees, and what outcomes, if any, resulted from various supervisory experiences. Data were collected through individual semi-structured interviews and documents, and then analyzed using constant comparison, protocol coding, and document analyses processes before being harmonized with Astin’s model.

Through this research, I uncovered and described the meaning administrative supervisors made of their experiences when supervising on-campus student employees with the intent that my findings may apply to familiar contexts for the reader. This study resulted in several findings that aligned with Astin’s input-environment-outcome model. The most influential inputs that contributed to the preparedness of student affairs administrators to supervise student employees included undergraduate college experiences, former student employment, other work experiences, and training and coursework. The supervision environment revealed that the student employment program, GROW® conversations, professional development, challenges, and support from others were the most important factors influencing the supervisory process. Lastly, confidence and competence, individualized approach, prioritizing personal and professional development, and reflection and application resulted from experiences of supervising student employees over time. Rather than thinking about student employees as a means to serve the institution, higher education policy makers and leaders should consider how the institution can serve the student. Supervisors are uniquely positioned to help student employees grow, develop, and gain marketable skills to propel them towards future career success. With proper training and support, supervisors can make the difference in helping student employment become an educationally purposeful high-impact practice.