University Peer Advisors Pursuing Careers in Educational Advising: A Phenomenological Study Examining the Influence of Lived-Experiences on Vocational Purpose
School of Education
Doctor of Education (EdD)
Chickering's psychosocial developmental theory, epiphanic moment, higher education, lived-experience, peer advising, vocational purpose
Education | Higher Education | Student Counseling and Personnel Services
Simpson, Laurie, "University Peer Advisors Pursuing Careers in Educational Advising: A Phenomenological Study Examining the Influence of Lived-Experiences on Vocational Purpose" (2014). Doctoral Dissertations and Projects. 948.
Many studies have considered the impact college peer advising programs have on advisees, however, formal literature examining the lived-experience peer advising placements have on student advisors is limited. Using a qualitative phenomenological research design, this study seeks to examine the lived-experiences of former peer advisors in an advising center at a four-year university in Massachusetts. The goal of the research is to determine whether there are common themes in the lived-experiences of participant peer advisors. Additionally, employing Chickering's psychosocial theory of student development, this researcher seeks to discover how those lived-experiences may have contributed to participants' development of vocational purpose. Was there an epiphanic moment(s) that contributed to their determining their vocational purpose? Participants for this study are former university graduates who served as peer advisors during their academic career and who are pursuing careers in educational advising.