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The movement of full-time faculty in...

Senn, Joan H.

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The movement of full-time faculty into full-time administrative positions in the Wisconsin Technical College System.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The movement of full-time faculty into full-time administrative positions in the Wisconsin Technical College System./
Author:	Senn, Joan H.
Description:	139 p.
Notes:	Source: Dissertation Abstracts International, Volume: 63-01, Section: A, page: 0064.
Contained By:	Dissertation Abstracts International63-01A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3039550
ISBN:	0493526439

The movement of full-time faculty into full-time administrative positions in the Wisconsin Technical College System.
Senn, Joan H.

The movement of full-time faculty into full-time administrative positions in the Wisconsin Technical College System. - 139 p.

Source: Dissertation Abstracts International, Volume: 63-01, Section: A, page: 0064.

Thesis (Ph.D.)--The Union Institute, 2002.

This study provides insight into the administrative succession concerns of two-year colleges across the nation through the exploration of the factors that motivated full-time faculty members to move into administrative positions in the Wisconsin Technical College System. Participants shared information about their career paths leading to administrative positions; support, guidance, and encouragement they experienced; and identified perceived barriers to the movement of faculty into administrative positions. They also shared their views on the role of administrative leadership in higher education.

ISBN: 0493526439Subjects--Topical Terms:

1018008
Education, Community College.

The movement of full-time faculty into full-time administrative positions in the Wisconsin Technical College System.
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245 1 0 $a The movement of full-time faculty into full-time administrative positions in the Wisconsin Technical College System.
300 $a 139 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-01, Section: A, page: 0064.
500 $a Core Faculty Adviser: Benjamin Davis.
502 $a Thesis (Ph.D.)--The Union Institute, 2002.
520 $a This study provides insight into the administrative succession concerns of two-year colleges across the nation through the exploration of the factors that motivated full-time faculty members to move into administrative positions in the Wisconsin Technical College System. Participants shared information about their career paths leading to administrative positions; support, guidance, and encouragement they experienced; and identified perceived barriers to the movement of faculty into administrative positions. They also shared their views on the role of administrative leadership in higher education.
520 $a An interview guide approach was used to gather information and insights from eleven (11) individuals who had moved from full-time teaching positions to full-dime administrative positions between July 1, 1998, and January 1, 2000. A comparison was made of information obtained to literature and findings of recent studies to provide recommendations for action.
520 $a Findings indicate that the move into administration was not part of a formal career plan for participants. Participants were motivated mainly by intrinsic needs including the need for new challenges, the need to have a greater impact on learning, and the nee4 for esteem and self-actualization. Support from peers, supervisors, and/or family was essential.
520 $a Recommendations include the formation and publication of policies on internal promotion and the identification of faculty members who are potential administrative leaders. Recommendations for support of those identified include mentoring, development opportunities, and opportunities for assignments that include administrative functions.
520 $a In order to replace the administrative leaders who will be leaving two-year colleges, multiple alternatives are needed. Faculty members currently teach in colleges who have the potential to become administrative leaders and are motivated by opportunities for self-actualization. Their dedication to the Wisconsin Technical College System and to their individual colleges, as well as their commitment to learning, make them an important resource to move institutions of higher learning into the 21st century.
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