Abstract
Many graduate programs in student affairs-related subfields employ just one full-time faculty member, who then also functions as the program coordinator. Program coordinator duties and compensation vary widely, but they are generally the person who ensures all aspects of the program function. Research shows that fulfilling these responsibilities in addition to teaching, research, and service is difficult; however, this study sought to expand on that literature to understand what it was like to coordinate a HESA program as the only full-time faculty member isolated in that subfield at the institution. We utilized the hybrid qualitative methodology of phenomenological polyethnography, wherein each of the authors fills the dual role of researcher-participant and investigates a shared experience through dialogue. We found that our role was best understood in the duality of autonomy and isolation, through a complex professional interface with the institution, and in the context of the challenges created by this administrative model for the students and program itself. We recommend that further research be done in defining the program coordinator/director role and supporting those who fulfill it, especially the only full-time faculty member in that program.
