On-campus student employment is a strategy that higher education institutions can leverage to reduce financial barriers for students while engaging them in meaningful learning experiences. The intersection of on-campus student employment with the role of the work supervisor may be the framework that allows campuses to address multiple needs with one solution. However, this intersection of the supervisor/employee relationship has not been explored, leaving unanswered important questions related to "if", "how", and "for whom" the student-supervisor relationship influences readiness for career transitions, which I have operationalized in terms of an empirically validated and theoretically justified measure of vocational identity. This study seeks to examine what specific aspects of the on-campus supervisory role are most (or least) influential towards employed undergraduate students' vocational identity as well as if the influence of a students' on-campus work supervisor on vocational identity is general or conditional. This quantitative analysis is conducted using both descriptive and multivariate analytical approaches designed to measure and examine aspects of student on-campus employment, the characteristics of their employment supervisor, and the associations these have with dimensions of vocational identity using data from a small, private institution's graduation survey. The findings indicate significant and positive relationships between supervisor engagement measures and vocational identity, and suggest the relationships exist among all student groups, rather than being conditional on gender, first-generation status, or major field of study. Implications for research and practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]