632 Rebecca Scherer, Regina Moro, Tara Jungersen, Leslie Contos, Thomas A. Field Gaining Administrative Support for Doctoral Programs in Counselor Education Rebecca Scherer, PhD, NCC, ACS, CPC, is an assistant professor at St. Bonaventure University. Regina Moro, PhD, NCC, BC-TMH, LPC, LMHC, LCAS, is an associate professor at Boise State University. Tara Jungersen, PhD, NCC, CCMHC, LMHC, is an associate professor and department chair at Nova Southeastern University. Leslie Contos, NCC, CCMHC, LCPC, is a doctoral candidate at Governors State University. Thomas A. Field, PhD, NCC, CCMHC, ACS, LPC, LMHC, is an assistant professor at the Boston University School of Medicine. Correspondence may be addressed to Rebecca Scherer, B43 Plassman Hall, 3261 West State Road, St. Bonaventure, NY 14778, rscherer@sbu.edu. The Professional Counselor™ Volume 10, Issue 4, Pages 632–647 http://tpcjournal.nbcc.org © 2020 NBCC, Inc. and Affiliates doi:10.15241/rs.10.4.632 Initiating and sustaining a counselor education and supervision doctoral program requires navigating institutions of higher education, which are complex systems. Using qualitative analysis, we explored 15 counselor educators’ experiences collaborating with university administrators to gain support for beginning and sustaining counselor education and supervision doctoral programs. Results indicate the need to understand political elements, economical aspects, and the identity of the proposed program. Limitations and areas for future research are presented. Keywords: counselor education and supervision, doctoral, university administrators, counselor educators, support The Council for Accreditation of Counseling and Related Educational Programs’ (CACREP) 2009 CACREP Standards (2008) included a new requirement for core faculty in both entry-level (i.e., master’s) and doctoral programs. This requirement endured in the 2016 CACREP Standards (2015). Although West et al. (1995) predicted the necessity of growth of CACREP-accredited doctoral-level counselor education programs in the mid-1990s, it was not until 2013 that core faculty in all CACREP-accredited programs were required to possess doctorates in counselor education and supervision (CES; or be grandfathered in from previous employment experience; CACREP, 2008). Master’s-level programs that are seeking new CACREP accreditation, as well as existing programs that are seeking to maintain accreditation, must therefore hire faculty with doctorates in CES. This requirement has created a need for greater numbers of doctoral graduates in counselor education, and institutions with master’s-level programs may be seeking to establish new doctoral-level programs to meet this need. The creation of a doctoral program requires intricate navigation of complex systems of administration, accreditation, funding, laws, facilities, infrastructure, and politics. Additionally, universities have different requirements and levels of approval for new program development (S. Fernandez, personal communication, November 27, 2017). Counselor educators proposing a CES doctoral programmust have an understanding of the complexity of the specific university (e.g., its organization, the history of university support for doctoral programs, the mission of the institution, the needs of the surrounding community, and the resources required for program development and implementation). Furthermore, counselor educators must have a firm grasp of accreditation standards for both the university’s regional accreditation bodies (e.g., Commission on Colleges of the Southern Association of Colleges and Schools), as well as specialty CES accreditation through CACREP.
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