Date of Award

2025-12-01

Degree Name

Doctor of Education

Department

Educational Leadership and Administration

Advisor(s)

Jesus Cisneros

Abstract

Campus-based advocates occupy a critical yet complex position within higher education institutions (Nightingale, 2023; Wood et al., 2021), serving as frontline support for students while simultaneously navigating the mandates, policies, and bureaucratic structures that define their roles. This research study explores the lived experiences of advocates working in university settings, focusing on how institutional mandates from compliance requirements to administrative expectations shape, constrain, and sometimes empower their daily practices. Using a qualitative, phenomenological approach, the study centers the voices of campus-based advocates in Texas to illuminate the tensions between their professional commitments to student-centered care and the institutional imperatives of risk, liability, and policy constraints. Findings from this study reveal that campus-based advocates often experience role ambiguity, emotional labor, and ethical dilemmas as they negotiate institutional priorities alongside student needs. At the same time, campus-based advocates demonstrate resilience and agency, developing strategies to reconcile conflicting demands and sustain their advocacy work. This research study contributes to literature on higher education, advocacy, and organizational dynamics by highlighting the ways institutional structures both enable and limit advocacy roles. Ultimately, the study underscores the importance of reimagining institutional policies and practices to better align with the values of equity, justice, and holistic student support.

Language

en

Provenance

Received from ProQuest

File Size

200 p.

File Format

application/pdf

Rights Holder

Arely Zaragoza-Hernandez

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