Transformational Learning Through a Success Coaching Graduate Assistantship Experience: A Qualitative Case Study
Date of Award
Doctor of Education (EdD)
Education Policy, Planning, and Administration
Orkideh Mohajeri, Ph.D.
Jacqueline Hodes, Ed.D.
Jocelyn Manigo, Ed.D.
This study examines the impact that graduate assistantships in Success Coaching had on graduate students’ professional practice as they entered their respective employment areas as entry-level professionals. I interviewed a total of 11 participants who were now entry-level working professionals in their respective fields of study, and who had completed at least one semester as a master’s degree graduate assistant in a Success Coaching Center. The qualitative semi-structured interviews focused on graduate student skills, transformational learning, and growth (self-authorship). Participants identified skills that made their transition into the workforce smoother, shared their challenges, and shed light on the transformational growth they experienced. Participants reported their Success Coaching experience to be valuable as they learned and applied skills that helped them navigate challenges through their graduate and post-graduation journey. Participants experienced transformational learning and progressed in their self-authorship as part of their learning partnership as Success Coaches. Implications for research, practice, and policy are examined.
Keywords: graduate assistantship, success coaching, learning partnership model, self-authorship theory
Patel Eng, Rita, "Transformational Learning Through a Success Coaching Graduate Assistantship Experience: A Qualitative Case Study" (2022). West Chester University Doctoral Projects. 140.