The Professional Counselor | Volume 10, Issue 4 643 At times, a stakeholder group’s contributions and agendas may be at odds with those of another stakeholder group. This is particularly problematic when tensions exist between a stakeholder group and administrators. For example, faculty may prefer a smaller program than administrators. One participant stated that “one of the things that I’ve fought with faculty about my whole life, has been that [faculty] want small classes and they want few students.” This participant added that administrators tend to close smaller programs when pressured to cull the number of doctoral programs at an institution, and thus smaller size represents a potential threat to the program: “Any time an administrator is going to cut a program or deny resources to a program, they do it with the program with the least number of students in it. It’s just the absolute way it’s done.” This participant proposed that faculty stakeholders must therefore understand the dynamics of higher education administration when advocating, as “making the administrators happy with the numbers” is an important priority. Discussion In this study, we conducted a qualitative analysis of interviews with 15 experts in the field to examine the research question. We identified participant-reported strategies for gaining initial and ongoing support from administrators for a CES doctoral program. The overarching themes of political, economic, and identity landscapes emerged from the data, alongside associated strategies necessary for gaining support. Navigation of complex university systems, including accreditation, finances, legal concerns, infrastructure, and politics, seem to be required for successful initial administrator approval of a CES doctoral program. Awareness of institutional mission and history, purpose, community needs, fiscal realities, and the university’s organizational chart also can facilitate approval and successful program sustenance. Implications for CES Faculty The findings from this study may be utilized by existing master’s degree counseling program faculty who want to create a CES doctoral program. Faculty should embark on a data-driven process to inform administrators of tangible benefits across multiple systems and articulate the financial resources necessary for long-term success. As new CES doctoral programs are proposed, faculty should ensure that university administrators are aware of the relative worth of counselors and counselor educators, particularly in contrast to other mental health disciplines that may exist on campus. They may need to document the tangible benefits that CES programs bring to the university that are in alignment with the university’s mission and strategic plan. In 2013, Adkison‐Bradley noted, “As universities change and grow, academic programs are often required to justify their request for resources or asked to explain how they uniquely contribute to the overall mission of the college and surrounding communities” (p. 48). Faculty could benefit from open dialogue with administrators and mentors about what it costs the institution to have a doctoral program compared to what revenue and resources a doctoral program can generate. CES faculty also can provide data to explain how accreditation requirements that may appear expensive to administrators (e.g., 1:6 faculty–student ratios in practica; 1:12 faculty–student ratios) do benefit students, clients, and communities, including protection of “broad public interests” (Urofsky, 2013, p. 13). Faculty must engage in systemic thought that goes beyond the program and department. Bronfenbrenner’s (1979) ecological systems model provides a useful model for program faculty to understand. This model includes four main systems in which individuals exist—microsystem, mesosystem, exosystem, and macrosystem, with each system growing in size and complexity. Faculty without this perspective risk experiencing their department in a bubble and may not realize how their
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