This study explored effective writing strategies and scholarly identity formation during a structured program intended to help mid-level student affairs professionals produce manuscripts for publication. The most important strategy participants identified was to create a habit of practice to foster writing. After working with the researchers, three of the five participants self-identified as scholars. This study has implications for the student affairs profession, its national organizations, and for graduate programs in higher education.
|Original language||English (US)|
|Number of pages||13|
|Journal||Journal of Student Affairs Research and Practice|
|State||Published - Jan 1 2017|
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