Date of Award
Doctor of Education
The purpose of this qualitative study was to explore the experiences of academic coaches in higher education. The theoretical framework for this study was Kolbs model of experiential learning, the experiential learning cycle, and Kedems six stage model of personal coaching. There were four research questions that guided this study: (1) How do academic coaches experience academic coaching sessions? (2) How does the relationship between coach and student affect the academic coaching experience? (3) How does the relationship between coach and supervisor affect the academic coaching experience? (4) How does being a graduate assistant affect the academic coaching experience? The overarching question of this qualitative study was, What does it mean to be an academic coach? Data were collected from six academic coaches using individual interviews, a focus group, member checking, journaling, and field notes during interviews. The study revealed three themes common to the academic coaching experiences of the study participants: limited power, powerful relationships, and empowering preparation. In its most basic description, being an academic coach means being involved in an ongoing power struggle between limited power, powerful relationships, and empowering preparation for the future. The presented themes, analysis, and discussion throughout this study expand this basic description to paint a robust picture of what it means to be an academic coach.Keywords: academic coaching, coaching, graduate assistant, higher education, qualitative, graduate student
Dissertation or thesis originally submitted to ProQuest
Warren, Dustin Jordan, "ACADEMIC COACHING IN HIGHER EDUCATION: EXPLORING THE EXPERIENCES OF ACADEMIC COACHES" (2019). Electronic Theses and Dissertations. 2829.