Many of us who pursue careers in higher education and student affairs (HESA) only have a vague idea of what it might mean. Our actual comprehension is often bounded by our undergraduate experiences or interactions with our favorite [insert HESA professional from one specific functional area here]. For example, a resident assistant may seek a HESA career to become a director of residence life, or a conduct hearing board member may desire to become a dean of students. Correspondingly, a first-generation college graduate may aspire to work in TRIO programs that supported them along their journey, and a former transfer student may strive for academic advising roles to create smoother transition pathways for other students. Initially, we tend to see simpler career pathways, not accounting for the complex ways we will end up constructing our careers. The point is that, upon entry, most people interested in HESA pursue a particular career pathway that might overlook both the numerous possibilities that exist in the field and the necessary pivots that arise with time and life.
A Master’s Cohort 20 Years Later
Acknowledging that more scholarship addresses why people leave rather than why they stay (ACPA, 2022; Burns, 1982; Evans, 1988; Marshall et al., 2016; NASPA, 2022; Nyunt et al., 2024; Rosser & Javinar, 2003; Sallee, 2021; Tull, 2006; Ward, 1995), we (Sonja and Scott) thought it would be interesting to use our own master’s cohort as a case study for the latter—those who choose to stay in HESA careers, albeit not necessarily in the functional area or even institutional division (e.g., student affairs) where they began their journey. Our cohort, the 2006 Florida State HESA master’s cohort, celebrated our 20th graduation anniversary in April 2026. Being “seasoned” professionals who are squarely in the “mid-career” stage invites natural reflection on where we’ve been and where we plan to go. We invited those in our cohort who have stayed in the HESA field or a related one—17 out of the 29 individuals (59%)—to offer their insights, and 14 of them took us up on the offer. Unsurprisingly, most of our careers have looked different than we initially imagined, though a few of us were adept predictors. This is the second in a three-article series for ACPA Developments about our cohort’s HESA career development, looking back over 20 years and forward to the next 20 years. The first article offered insights on why we stay; this one will illuminate how our pathways widened as we embraced both possibilities and pivots.
Savickas’s (2013) Career Construction Theory
Savickas’s (2013) career construction theory frames careers as one aspect of the overall life stories that people create for themselves. Acknowledging that careers are dynamic, Savickas proposed the “four Cs” of career adaptability: concern, or intentional planning; control or taking responsibility for your choices; curiosity, or possibility exploration; and confidence, or belief in your ability to achieve career success (however you define that!). Career construction theory centers storytelling, including both the internal stories we tell ourselves and the external stories we tell others, and like any good story, career construction theory invites twists and turns and incites reflection and meaning-making. Remember that you have agency in determining your career pathway and approaching the many possibilities and pivots that will arise along your career journey. You also have the authority to assign meaning to your career. Yes, there are employer evaluations, award processes, and family dynamics which can influence our career aspirations, aims, and alternatives, and we ultimately get to construct our careers stories … and our lives.
From Initial Career Pathways to Possibilities and Pivots:
Cohort Contemplations on Career Trajectories
While we often make assumptions that ‘everyone’ pursuing a HESA career has interest in a cluster of functional areas (e.g., orientation, residence life), the data from our cohort members still in the field highlights how our initial intentions for our career pathways represented a wide range of functional area interests (see Table 1). While a few people named upper-level administrative roles such as Dean of Students, Vice President for Student Affairs, or University President, most of us were focused on functional area goals. Another unexpected realization was the surprising number of us (8/14 or 57%) who stayed at Florida State for our first jobs after completing our master’s degrees. For the early 2000s, this was unusual for our program, though it seems to be a bit more common now—post-COVID-19—across HESA master’s programs for graduates to pursue roles at their alma mater or within the state.
Our career pathways and the possibilities and pivots that have shaped them reflect Savickas’s (2013) career construction theory. Table 1 offers a snapshot of our initial intentions, first position post-master’s degree (2006), position 10 years into our careers (2016), and our current position, 20 years later (2026). A few of us have crafted our careers at a singular institution (Ann, Brandon, Jesse, Rebekah) or within one city (Ellyn, Jackie, Nancy), some have remained within a specific region (Mary, Sara), and others have moved around the country (Andrew, Khadish, Lucas, Scott, Sonja). Some of us found our way back to our initial intentions (i.e., functional areas) while others explored possibilities and made pivots to new functional areas, institutional types, or related organizations. It is noteworthy that some of our pivots (Andrew, Ann, Jackie, Nancy, Rebekah, Scott, Sonja) kept us on campus in different institutional divisions (e.g., academic affairs, faculty, information technology), while other pivots (Ellyn, Khadish) brought us off-campus to higher education-adjacent or nonprofit organizations. What is consistent, though, is that each of our 14 cohort members has used our HESA master’s degree to construct meaningful careers and serve and support young people, whether directly or indirectly.
Table 1.
Florida State M.S. Higher Education Class of 2026 Career Trajectories Snapshot
| Person | Initial Intention | First Post-Master’s Position (2006) | Position at the 10-year mark (2016) | Current Position at the 20-year mark
(2026) |
| Andrew | Admissions | Quad Director, Housing & Residence Life, Brandeis University | Assistant Registrar, New York College of Podiatric Medicine | Slate Customer Relationship Management Administrator, Lake Forest College |
| Ann | International Education | International Education, Large State University | Departmental Assessment Administration, Large State University
|
Clinical Faculty Member, Public Health Program, Large State University |
| Brandon | Student Union | Assistant Director of Event Services and Programs, Oglesby Student Union, Florida State University | Assistant Vice President for Administration, Division of Student Affairs,
Florida State University |
Associate Vice President for Campus Communities, Division of Student Affairs,
Florida State University |
| Ellyn | Civic Engagement | Academic Advisor, Florida State University | Marketing Coordinator, Big Brothers Big Sisters of the Big Bend | Volunteer Coordinator,
BoysTown North Florida |
| Jackie | College President | Program Coordinator, Freshman Year Residential Experience Program, Residential Life and Housing, University of Houston | Chief Strategist/Chief Strategy Officer, Lone Star College-Tomball | Vice President of Student Success, Lone Star College-Tomball |
| Jesse | Dean of Students | Job Search Coordinator, Olinde Career Center,
Louisiana State University |
Director, Olinde Career Center, Louisiana State University | Senior Director, Olinde Career Center, Louisiana State University |
| Khadish | University President | Assistant Director of Greek Life, Florida State University | Senior Researcher, Associate Director, Pell Institute for the Study of Opportunity in Higher Education | Managing Director, Head of Global Advisory Services, EAB |
| Lucas | Campus Activities | Assistant Director of Residence Life, Elon University | Director of Campus Life, Eastern Michigan University | Assistant Dean of Students for Student Engagement, University of Michigan Flint |
| Mary | Multicultural Affairs | Associate Director for Multicultural Programs and Development, Harvey and Lucinda Gantt Center for Student Life, Clemson University | Director for Outreach, East Carolina University Alumni Association | Associate Director for Employer Programs and Development, Center for Career and Leadership Development, Old Dominion University |
| Nancy | Faculty Member | Academic Advisor, Psychology, Florida State University | Associate Professor of College Success and Career Planning, Department of Social Science, Tallahassee State College | Professor of Public Speaking, Division of Communications and Humanities, Tallahassee State College |
| Rebekah | Event Programming | Communications Coordinator, Division of Student Affairs, Florida State University | Associate Director, User Experience, Information Technology Services, Florida State University | Senior Director, Strategy & Outreach, Information Technology Services, Florida State University |
| Sara | Alumni Association or Fundraising | Coordinator of Administrative & Philanthropic Initiatives, Division of Student Affairs, Florida State University | Educational Programs Manager, Council for Advancement and Support of Education | Director, Donor Relations, University of Maryland, Baltimore County |
| Scott | Dean of Students | House Advisor, Residence Life, Vassar College | Director of Research, Assessment & Planning, Division of Student Affairs, University of Memphis | Assistant Dean for Assessment, Accreditation, & Accountability, School of Education, William & Mary |
| Sonja | Orientation, Student Activities | Assistant Director of Student Activities, Florida State University | Clinical Assistant Professor of Higher Education Administration, School of Education, Boston University | Associate Professor of Higher Education and Student Affairs, College of Education, Clemson University |
Influential Factors
If you are wondering what caused us to explore possibilities and embrace pivots as we constructed our career pathways (Savickas, 2013), you could probably guess the responses and be relatively accurate. The top four reasons for our career adaptations included: family, location, colleagues, and job particularities. Family was the most prominent factor in individuals’ career (re)construction process. Jackie shared that “family has been a central factor in my decision making. I made a deliberate choice to slow the pursuit of a presidency in order to prioritize time with my family.” Rebekah mentioned that “raising a family and the flexibility that my current role provides has been a key decision in my career path,” and Mary named that she “prioritize[s] … whether the location and circumstances are right for my family.” Lucas also noted that he moved “back to Michigan when proximity to aging family [members] became a priority.”
Second to family was location, with many of us opting to seek out or remain in places that aligned with our personal needs. Scott’s identity influenced his location parameters; he shared: “As an openly gay man, I’ve prioritized living and working in places where I felt safe and welcomed.” Similarly, Andrew discussed his “desire to leave the state of Connecticut” for a location he preferred to live. Sonja was steadfast in her aim to “stay in the Southeast … preferably in my home state or my partner’s … so any job searches I have done recently have been location-specific and likely will continue to be. We also have a daughter now and want her to have stability and a sense of community.” Narrowing location even further, Jackie offered: “Houston is home, and I have been fortunate to grow professionally while remaining [here].”
Colleagues were the third influential factor. We credited people in our professional spheres—mentors, colleagues, and other women in the field—for helping to construct our career and life stories. Brandon shared that “mentors have been the primary factor [as well as] working with students who are now my colleagues in the field,” while Ellyn discussed “following friends and former coworkers to agencies” as the reason she shifted her contributions from campus to the community through nonprofit organizations. Honoring those who came before her, Jesse reflected: “I’ve been really lucky to learn from women who have modeled the art of managing multiple jobs – wife, mother, and office leader! They not only showed me what was possible, they gave me opportunities to try things, build experience, and lead.”
Rounding out the top four factors, we identified how job particularities were part of our career construction (Savickas, 2013). We sought roles and organizations that aligned with our values, required tasks that reflected our expertise, and honored our worth. Khadish described how he “rejected the ideas that we had to take low pay and do our time … and endeavored to focus on outcomes over titles. In every job I have ever taken I focused largely on what I could achieve and how I could be a contribution over what was on my business card or the email signature.” Rebekah aimed for “challenging, systematic roles”; similarly, Sonja sought ‘builder’ positions that called for “initiative, challenge, creativity, and collaboration to (re)start something.”
In sum, the Florida State HESA Class of 2006 constructed our careers (Savickas, 2013) by forefronting family, location, colleagues, and job particularities. While the most influential factor varied by person, we collectively used these four factors, or ‘filters’, to strategically shape our careers (Ardoin, 2026).
Thoughts and Action Items for Early-Career Professionals
While there are many different ways you can construct your career pathway, we would encourage you to think about yourself as both the main character and the author of your story. As each of us is responsible for constructing our own career (Savickas, 2013), what is important is not just what positions we hold or skills we develop, but also the meaning and understanding we attribute to our career experiences and journey.
When you start to conceive of yourself as the author of your own story, your career becomes something that doesn’t just happen to you, but rather something that you have agency over and are actively shaping (Ardoin, 2026). While nobody has total control over everything that happens in their life, moving from having an external locus of control, where you feel like things just happen to you, to more of an internal locus of control, where you feel like you largely construct what happens in your life, can be advantageous to both your psychological well-being and your career development (Rotter, 1966; Savickas, 2013). Thinking of yourself as the author of your own story is also solid career advice, so as you are thinking about navigating your own career, here is some storytelling advice to help you along the way.
- Find what kind of author you are: In writing, authors can broadly fall into two different camps, ‘plotters’ (who plot out their stories in advance before they start writing) and ‘pantsers’ (who just start writing and let the story take them wherever it may, e.g. writing by the seat of their pants). Both have their own advantages and disadvantages. Plotting allows you to start working towards your goal and making sure you hit all the check points necessary along the way. Pantsing allows you to be nimble and respond to changing circumstances or take advantage of unexpected opportunities. Conversely, plotters can get stuck trying to make a plan work long after circumstances have made that plot no longer work, while pantsers can write themselves into a corner before realizing there is no door (or window) as a way out. In our experiences, the sweet spot lies somewhere in the middle (and differs for everyone). Having goals and a direction you know you want to travel (plotting) can help you deliberately acquire skills and experiences that will help you advance your career. Remaining flexible (pantsing), however, will allow you to take advantage of new/better opportunities as they present themselves.
Reflect: are you more naturally a plotter or a panster?
- Identify your main and supporting characters: Just as not every person who exists in the world of a fictional story gets a name or description, not everyone in your world gets to be a main or supporting character in your personal story. Ask yourself, who are the most important people to you? Is your story about family and friends, the coworkers in your office, the students at your institution, or a combination of these groups? These people are your main characters and deserve the majority of your time. Next ask yourself, who can help me grow as a person and as a professional? These are your supporting characters, and the people who can help you reach future stops on your journey. Finally, remember that unlike in books or movies, your personal story does not have to have antagonists. Disagreement and stress are an inevitable part of life, but if your story is now revolving around an antagonist (whether an individual or institution), it is time for you to make some changes.
Consider: Are the people you spend the most time and energy on the ones who you want to be your main and supporting characters?
- Identify your story’s genre: The most compelling story you can tell is the one that is authentically yours. For some, it is a cozy story focused on time spent with friends and family. For others, it could be a story of community uplift and empowerment, or one of quickly climbing the ranks to a senior leadership position. While some genres are more frequently praised, that does not mean they are better or more important. Just as it would not work to try and have an episode of Law & Order: SVU run as if it was from Schitt’s Creek, your life is not going to be better by copying and pasting someone else’s. Both stories can be well constructed and entertaining, but they only work when they are focused on being true to their own voice and vision. Spend less time comparing yourself to other people and more time centered on your own plotline.Ruminate: Whose voice is driving your career possibilities and pivots?
- Think about the setting: What kind of environments are you the most successful in? What is most important to you in a workplace? The answers to these questions will dramatically impact when and where you look for new career opportunities. You will be most successful when your career decisions are congruent with your desired settings (e.g., institutions, locations). You can be successful and have a meaningful career whether you are moving across the country and changing institutions every 2-3 years or staying in one location/institution for decades at a time. Each choice involves different trade-offs, so make sure you know what those tradeoffs are and decide whether you are okay with them.
Deliberate: What location(s) or organization(s) help me thrive?
- Find good editors: One of the keys to really elevating your craft is to find a good editor. Someone who is familiar with your story, the characters, the genre, and the voice, and can advise you how to make edits or incorporate plot twists to be more successful. In our careers that is often a good mentor, but those ‘editors’ can also be friends, family, and coworkers. Your story is your own, but that does not mean that it cannot benefit from feedback from wise partners.
Ponder: Which people in my life can offer me quality guidance?
- Don’t be afraid to rewrite and recontextualize: Just like George R.R. Martin’s A Song of Fire and Ice series, we are never truly done writing the stories of our lives; it is always a work in progress. Feel emboldened to rewrite or recontextualize the story that you tell yourself and others about your career, where it is heading, and how your experiences and opinions change and grow over time. This will help you think more clearly about your choices and where you would like to go in the future. It will also help you communicate more effectively to others (like in job interviews) and make you a more persuasive story teller.
Examine: What is your ‘back book cover blurb’? how do you summarize your story and keep people interested in learning more?
Our career stories continue to be constructed (Savickas, 2013), day after day, year and year, decade after decade. We are clear about why we stay, how our pathways have blended possibilities and pivots, and that, in order to do our jobs well, we have to be well. In our third Developments article, we will share how we have sought, stumbled, and succeeded at well-being and life outside the field.
References
ACPA: College Student Educators International. (2022). Report on 21st century employment in higher education. https://myacpa.org/publications/.
Ardoin, S. (2026). The strategic guide to shaping your student affairs career (2nd ed.). Routledge.
Burns, M. A. (1982). Who leaves the student affairs field? NASPA Journal, 20(2), 9-12.
Evans, N. J. (1988). Attrition of student affairs professionals: A review of the literature. Journal of College Student Development, 29, 19-24.
Marshall, S. M., Gardner, M. M., Hughes, C. & Lowery, U. (2016). Attrition from student affairs: Perspectives from those who exited the profession. Journal of Student Affairs Research and Practice, 53(2), 146-159. https://doi.org/10.1080/19496591.2016.1147359
NASPA: Student Affairs Administrators in Higher Education (2022). The compass report: Charting the future of student affairs. https://www.naspa.org/about/future-of-student-affairs-report/the-compass-report-charting-the-future-of-student-affairs.
Nyunt, G., Pridgen, R., & Thomas, I. (2024). Disrupting student affairs staff departure: Examining needed changes to the field of student affairs to attract and retain a diverse workforce. Journal of College Student Development 65(2), 183-200. https://dx.doi.org/10.1353/csd.2024.a923528.
Rosser, V. J., & Javinar, J. M. (2003). Midlevel student affairs leaders’ intentions to leave: Examining the quality of their professional and institutional work life. Journal of College Student Development 44(6), 813-830. https://dx.doi.org/10.1353/csd.2003.0076.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80(1), 1–28. https://doi.org/10.1037/h0092976
Sallee, M. W. (2021). Creating sustainable careers in student affairs: What ideal worker norms get wrong and how to make it right. Stylus Publishing.
Tull, A. (2006). Synergistic supervision, job satisfaction, and intention to turnover of new professionals in student affairs. Journal of College Student Development 47(4), 465-480. https://dx.doi.org/10.1353/csd.2006.0053.
Ward, L. (1995). Role stress and propensity to leave among new student affairs professionals. NASPA Journal, 33(1), 35–44. https://doi-org.libproxy.clemson.edu/10.1080/00220973.1995.11072393.
Savickas, M. L. (2013). Career construction theory and practice. In S. D. Brown and R. W. Lent (Eds.), Career development and counseling handbook: Putting theory and research to work (2nd ed., pp. 147-183). Wiley.
Author Biographies
Sonja Ardoin, Ph.D. is an associate professor of higher education and student affairs at Clemson University. She studies social class identity, rurality, first-generation college students, and career preparation and pathways in higher education and student affairs. Learn more about Sonja’s work at www.sonjaardoin.com.
Scott Radimer, Ph.D. is the Assistant Dean for Assessment, Accreditation, and Accountability for William & Mary’s School of Education. He earned his bachelor of arts in political science from the University of Vermont, his masters of science in higher education student affairs at Florida State University, and his doctor of philosophy in higher education from Boston College.