The Professional Counselor | Volume 10, Issue 4 461 then the program works the mission.” This participant elaborated that although the mission of a doctoral program could vary, high-quality programs ensure execution of the mission regardless of mission type: “So if they’re preparing researchers, they work that mission. If they’re really focusing on preparing people just for teaching institutions, they work the mission.” This theme had several subthemes, including faculty buy-in, the importance of aligning the program’s mission with the university’s mission, and institutional support. Faculty Buy-In Several participants noted that faculty buy-in is essential to executing the mission of the program. This concept was expressed as more than general faculty alignment with the program mission. Faculty buy-in was defined as input, ownership, and commitment to the mission of the program. As one participant reported, high-quality programs have developed a culture whereby “everybody feels like they have some ownership in the doc program, and that everybody has a voice.” A team approach to carrying out the program’s mission and purpose requires doctoral faculty members to “realize that ‘winning’ as a team is providing the best training experience for students” rather than “maximizing their vita for their own promotability or transferability to another institution.” Thus, high-quality programs require faculty members to align their personal goals in order to fulfill the program’s mission. Without this input, ownership, and commitment, the program is likely to “struggle” because of problematic faculty dynamics such as faculty working in isolation and program leaders (e.g., the program director) “doing all of the work.” Program faculty being aligned with the mission seemed to result in a faculty team that worked together well, could grow together, and supported students in a united way. In the participants’ experience, when faculty had strong relationships and worked together, the quality of student preparation and the overall program quality increased. Some participants noted that faculty buy-in to a program mission that emphasizes the role of the doctoral program in leading the profession is important. Faculty involvement in professional leadership is thus a key component of the program’s leadership mission. One participant remarked, “[We] held a sense of pride in challenging ourselves to be leaders in the counseling profession,” and noted that “if we’re going to have a strong program, we need to be engaged and involved as faculty.” Alignment With the University’s Mission Participants reported that the counseling department’s or program’s mission statement should be in alignment with the broader university. Participants described how critical it is for the department to feel a connection to the mission of the university and for the students to share that connection. Mission alignment impacts both faculty and student feelings of connectedness to the program and broader university, along with university support and the resulting resources available to students. Institutional Support Participants reported that the program’s alignment with the university’s mission is crucial to securing institutional support for the program. Funding faculty lines, reduced faculty course loads, student graduate assistantships, conference attendance, specialized accreditation, and other aspects of the program are more likely to occur when the university feels the program reflects its own mission and purpose. One participant stated that “you need to garner respect from your program administration.” They elaborated that in order to “resource” the program adequately, the program needs to justify its existence through alignment with the university’s mission and purpose so that the university sees value in the program even when the program is unlikely to be a “money maker.” This financial support is considered crucial to operating a high-quality program. Administration buy-in
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