Counselor educators are well‐equipped to serve as academic leaders, yet little is known about what factors influence their engagement experiences. This grounded theory provides a theoretical model of academic leadership engagement based on interviews with 20 counselor educators with academic leadership experience. Implications for facilitating academic leadership engagement are provided.

中文翻译：

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辅导员教育者学术领导力发展的扎根理论

辅导员教育者装备精良，可以担任学术带头人，但对于影响他们的参与经历的因素却知之甚少。扎根的理论基于对20位具有学术领导经验的辅导员教育者的采访，为学术领导参与提供了理论模型。提供了促进学术领导层参与的含义。