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Abstract
The purpose of this narrative inquiry study was to explore how student conduct administrators in the United States perceive workplace learning, and specifically, how workplace learning contributed to understanding and performing their job roles. Data were collected through semi-structured interviews with six research participants, and through categorical analysis, four common themes were found amongst the participants’ stories. The conduct officers who served as participants for this study described learning and being supported in the workplace through the following four themes: (a) shadowing, reverse shadowing, and debriefing, (b) meaningful interactions with fellow conduct officers, (c) navigating the incongruence between personal values and established practices, and (d) access to artifacts. The findings in this study supported the concept of learning and the sociocultural practices in the workplace as inextricable. The work environment is teeming with learning opportunities, and this study hopes to add to the existing training of student conduct administrators by highlighting the workplace itself as a hub for learning. This study gives recommendations for professional student conduct administrators and how they may create better environments conducive to learning in the workplace. The study also shares recommendations for future research.