Abstract

The purpose of this phenomenological study was to explore how middle-manager housing and residence life professionals apply what they learn from attending a housing professional development conference. This study was guided by Biggs's (2003) framework, theory of constructive alignment, focused on intended learning outcomes used to create what students need to learn, followed by how they are assessed. This qualitative study used 10 in-depth semistructured interviews with middle-manager housing and residence life professionals working at a 4-year institution in the United States. Three research questions drove this study: (a) how do middle-manager housing and residence life professionals describe their learning experience from attending a housing professional development conference; (b) how do middle-manager housing and residence life professionals apply their experiences from learning at the housing professional development conference to their home institution; (c) how do middle-manager housing and residence life professionals describe their impact or changes in their housing and residence department and/or institution resulting from their participation in the housing professional development conferences? The interviews were transcribed and analyzed using the Stevick-Colaizzi-Keen analysis method, phenomenological analysis designed by Moustakas (as cited in Creswell & Poth, 2018). Four themes emerged from the analysis of the data: (a) Collegiality; (b) Professional Learning; (c) Supervision Support; (d) Time Allocation for professional development. An analysis of the study along with relevant literature is provided including implications and recommendations should further research be conducted.

Graduation Date

2023

Semester

Summer

Advisor

Cox, Thomas

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Higher Education

Identifier

CFE0009796; DP0027904

Language

English

Release Date

8-15-2024

Length of Campus-only Access

1 year

Access Status

Doctoral Dissertation (Campus-only Access)

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Restricted to the UCF community until 8-15-2024; it will then be open access.

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