Author ORCID Identifier

https://orcid.org/0009-0008-4657-9632

Date Available

5-2-2025

Year of Publication

2025

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Educational Leadership Studies

Faculty

Beth Rous

Faculty

John Nash

Abstract

Resident directors (RDs) play a critical role in the success of residence life programs on college campuses. However, there is limited research on the professional competencies necessary for success in this role. This study explores the relationship between the ACPA and NASPA professional competencies RDs and their supervisors identify as most critical for RD success. In this study, RDs and their supervisors ranked key competencies, assessed RDs' mastery of these competencies, and RDs identified how they acquired them. Using a survey research design, quantitative data were collected from RDs and their supervisors at Research I institutions in the southeastern United States that offer graduate degrees in student affairs or higher education. Statistical analyses identified areas of alignment and discrepancy between RDs’ self-reported mastery of competencies and supervisors’ evaluations. Findings reveal key areas where RDs may overestimate or underestimate their preparedness and competencies that supervisors prioritize in professional development and hiring. The results of this study have significant implications for training, onboarding, and ongoing professional development of RDs. By understanding the gaps between self-perception and supervisor expectations, institutions can develop targeted training initiatives that better prepare early-career RDs for long-term success and retention. Future research should investigate how these perceptions evolve and the role of mentorship in developing competency.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.174

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