Defense Date
2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Beth E. Bukoski
Abstract
This study examines how supervisory relationships shape the quality of on-campus student employment (OCSE) as a work-integrated learning (WIL) experience, with particular attention to the experiences of working learners (i.e., student employees). Situated in response to growing student demand for meaningful, career-relevant work opportunities in college, the study investigates how universities can leverage existing OCSE roles to expand access to WIL. Using a mixed methods explanatory social justice design, the research integrates working learner responses (N = 478) to the Student Supervisor Support Measure with interviews of students and supervisors in relationships characterized as both supportive and cross-identity.
Survey findings indicate that perceived identity similarity is associated with slightly higher perceptions of support, though effect sizes are small and not consistently significant across analyses of intersecting marginalized identities. Qualitative and integrated findings demonstrate that supportive supervisory relationships when students perceive identity differences feature psychological safety, demonstrated most often through effective communication and holistic, person-centered support. Additional supportive practices include cultivating a positive work environment, emphasizing student learning, maintaining availability, and adaptability.
By centering student perspectives, this study reframes supervision as a critical pedagogical function within OCSE and identifies actionable strategies for fostering equitable, high-quality WIL experiences. Findings inform institutional policy and supervisory practice, advancing a model of student employment that prioritizes learning, belonging, and holistic development. This research contributes to scholarship on WIL and higher education by demonstrating how everyday supervisory practices can expand access to transformative learning opportunities, particularly for students who hold historically marginalized identities.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
4-17-2026
Included in
Educational Leadership Commons, Higher Education Commons, Higher Education Administration Commons