The Leaders of Leadership Preparation Programs: A Study of Program Coordinators at UCEA-Member Institutions

Abstract

Using a cross-sectional survey, we collected data from program coordinators at UCEA-member institutions to understand the various roles, time investments, and cost commitments associated with program coordination, including incentives institutions provide (or do not provide) for assuming such responsibilities. We seek to improve our understanding of the work and role(s) program coordinators play, the time commitments they report, and the types of incentives provided for assuming the role of program coordination of educational leadership programs. Understanding these roles help us understand how best to support these leaders in administering quality preparation programs.

Keywords

program coordination educational leadership programs higher education

Get full access to this article

View all access options for this article.

References

Anfara

V. A.

Jr. Brown

K. M.

Mangione

T. L.

(2002). Qualitative analysis on stage: Making the research process more public. Educational Researcher, 31(7), 28-38.

Anton

(2009). The impact of role stress on workers’ behaviour through job satisfaction and organizational commitment. International Journal of Psychology, 44, 187-194.

Baldridge

J. V.

(1971). Power and conflict in the university: Research in the sociology of complex organizations. New York, NY: John Wiley.

Bauer

S. C.

Brazer

S. D.

(2013). The impact of isolation on the job satisfaction of new principals. Journal of School Leadership, 23, 152-177.

Berdrow

(2010). King among kings: Understanding the role and responsibilities of the department chair in higher education. Educational Management Administration & Leadership, 38, 499-514. doi:10.1177/1741143210368146

Bland

C. J.

Center

B. A.

Finstad

D. A.

Risbey

K. R.

Staples

J. G.

(2005). A theoretical, practical, predictive model of faculty and department research productivity. Academic Medicine, 80, 225-237.

Borden

A. M.

Preskill

S. L.

DeMoss

(2012). A new turn toward learning for leadership. Journal of Research on Leadership Education, 7, 123-152.

Boyer

E. L.

(1996). The scholarship of engagement. Bulletin of the American Academy of Arts and Sciences, 49(7), 18-33. doi:10.2307/3824459

Bozeman

Gaughan

(2011). Job satisfaction among university faculty: Individual, work, and institutional determinants. Journal of Higher Education, 82, 154-186.

10.

Bradbury

Gunter

(2006). Dialogic identities: The experiences of women who are headteachers and mothers in English primary schools. School Leadership and Management, 26, 489-504.

11.

Burke

(2002). Organizational culture: A key to the success of work and family programs. In Burke

Nelson

(Eds.), Advancing women’s careers: Research and practice (pp. 287-309). Malden, MA: Blackwell.

12.

Clarkberg

Moen

(2001). Understanding the time-squeeze: Married couples’ preferred and actual work-hour strategies. American Behavioral Scientist, 44, 1115-1136.

13.

Cleverley-Thompson

(2016). The role of academic deans as entrepreneurial leaders in higher education. Innovative Higher Education, 41, 75-85.

14.

Corder

G. W.

Foreman

D. I.

(2014). Nonparametric statistics: A step-by-step approach (2nd ed.). Hoboken, NJ: John Wiley.

15.

Creswell

J. W.

(2013). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Los Angeles, CA: SAGE.

16.

Crow

G. M.

Whiteman

R. S.

(2016). Effective preparation program features: A literature review. Journal of Research on Leadership Education, 11, 120-148.

17.

Darling-Hammond

LaPointe

Meyerson

Orr

M. T.

Cohen

(2007). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Stanford, CA: Stanford Educational Leadership Institute, Stanford University.

18.

DeVellis

R. F.

(2012). Scale development: Theory and applications. Thousand Oaks, CA: SAGE.

19.

Dillman

D. A.

Smyth

J. D.

Christian

L. M.

(2014). Internet, phone, mail, and mixed-mode surveys: The tailored design method. New York, NY: John Wiley.

20.

Eagan

M. K.

Jaeger

A. J.

Grantham

(2015). Supporting the academic majority: Policies and practices related to part-time faculty’s job satisfaction. Journal of Higher Education, 86, 448-480.

21.

Eckman

E. W.

(2004). Similarities and differences in role conflict, role commitment, and job satisfaction for female and male high school principals. Educational Administration Quarterly, 40, 366-387. doi:10.1177/0013161X03257835

22.

Erdogan

Bauer

Truxillo

D. M.

Mansfield

L. R.

(2012). Whistle while you work: A review of the life satisfaction literature. Journal of Management, 38, 1038-1083. doi:10.1177/0149206311429379

23.

Fisher

Gitelson

(1983). A meta-analysis of the correlates of role conflict and ambiguity. Journal of Applied Psychology, 68, 320-333.

24.

Gerson

Jacobs

(2001). Changing the structure and culture of work: Work and family conflict, work flexibility, and gender equity in the modern workplace. In Hertz

Marshall

(Eds.), Working families: The transformation of the American home (pp. 207-226). Berkeley: University of California Press.

25.

Grissom

J. A.

Kalogrides

Loeb

(2015). Using student test scores to measure principal performance. Educational Evaluation and Policy Analysis, 37, 3-28.

26.

Grissom

J. A.

Loeb

Master

(2013). Effective instructional time use for school leaders: Longitudinal evidence from observations of principals. Educational Researcher, 42, 433-444.

27.

Hackmann

D. G.

Malin

J. R

. (2016). If you build it, will they come? Educational leadership program coordinators’ perceptions of principal preparation redesign in Illinois. International Journal of Educational Reform, 25, 338-360.

28.

Hackmann

D. G.

McCarthy

M. M

. (2011). At a crossroads: The educational leadership professoriate in the 21st century. UCEA Leadership Series. Charlotte, NC: Information Age Publishing.

29.

Hackmann

D. G.

Wanat

C. L

. (2008). The role of the educational leadership program coordinator: A distributed leadership perspective. International Journal of Educational Reform, 17, 64-88.

30.

Hackmann

D. G.

Wanat

C. L

. (2016). Doing the work or sharing the work? The educational leadership program coordinator’s role. International Journal of Education Reform, 25, 100-124.

31.

Hackmann

D. G.

Malin

J. R.

McCarthy

M. M

. (2017). Characteristics of tenure-line faculty in leadership preparation programs: An analysis of academic preparation and administrative experience. Journal of Research on Leadership Education, 12, 143-165.

32.

Hagedorn

L. S.

(1996). Wage equity and female faculty job satisfaction: The role of wage differentials in a job satisfaction causal model. Research in Higher Education, 37, 569-598.

33.

Hallinger

Heck

(1998). Exploring the principal’s contribution to school effectiveness: 1980-1995. School Effectiveness and School Improvement, 9, 157-191.

34.

Han

Min

Linping

(2014). Role conflict and the buffering effect of proactive personality among middle managers. Social Behavior and Personality: An International Journal, 42, 473-486. doi:10.2224/sbp.2014.42.3.473

35.

Hecht

I. W. D.

Higgerson

M. I.

Gmelch

W. H.

Tucker

(1999). The department chair as academic leader. Phoenix, AZ: The American Council on Education.

36.

Hernandez

Murakami

Rodriguez

Gonzalez

(2015). Abriendo puertas, cerrando heridas [Opening doors, closing wounds]: Latinas/os finding work–life balance in academia. Charlotte, NC: Information Age.

37.

Houston

Meyer

L. H.

Paewai

(2006). Academic staff workloads and job satisfaction: Expectations and values in academe. Journal of Higher Education Policy and Management, 28, 17-30.

38.

Jacobsen

J. P.

(2004). Where we are now and future possibilities. The ANNALS of the American Academy of Political and Social Science, 596, 221-225. doi:10.1177/0002716204268815

39.

Karakose

Kocabas

Yesilyurt

(2014). A quantitative study of school administrators’ work–life balance and job satisfaction in public schools. Pakistan Journal of Statistics, 30, 1231-1241.

40.

Kasten

K. L.

(1984). Tenure and merit pay as rewards for research, teaching, and service at a research university. Journal of Higher Education, 55, 500-513.

41.

Kelly

R. M.

(1997). Gender culture and socialization. In Dunn

(Ed.), Workplace/women’s place: An anthology (pp. 19-31). Los Angeles, CA: Roxbury.

42.

Knight

P. T.

Trowler

P. R.

(2001). Departmental leadership in higher education. Buckingham, UK: Society for Research into Higher Education.

43.

Kochan

Spencer

Mathews

(2000). Gender-based perceptions of the challenges, changes, and essential skills of the principalship. Journal of School Leadership, 10, 290-310.

44.

Kotter

J. P.

(1990). A force for change: How leadership differs from management. New York, NY: Free Press.

45.

Louis

K. S.

Leithwood

Wahlstrom

Anderson

(2010). Investigating the links to improved student learning: Final report of research findings. St. Paul: Center for Applied Research and Educational Improvement, University of Minnesota.

46.

Mansfield

K. C.

Welton

Lee

P.-L.

(Eds.). (2016). Identity intersectionalities, mentoring, and work–life (im)balance: Educators (re)negotiate the personal, professional, and political. Charlotte, NC: Information Age.

47.

Marshall

Oliva

(2010). Leadership for social justice: Making revolutions in education (2nd ed.). Boston, MA: Pearson.

48.

Marshall

J. M.

Brooks

J. S.

Brown

K. M.

Bussey

L. H.

Fusarelli

Gooden

M. A.

. . . Theoharis

(Eds.). (2012). Juggling flaming chain saws: Academics in educational leadership try to balance work and family. Charlotte, NC: Information Age.

49.

Maxwell

J. A.

(2005). Qualitative research design: An interactive approach (2nd ed.). Thousand Oaks, CA: SAGE.

50.

McCarthy

Shapiro

(2018). Section 1: Written policies and institutional norms. In Pounder

Gonzalez

M. L.

(Eds.), UCEA retention, tenure, and promotion guidebook (pp. 6-11). Charlottesville, VA: University Council for Educational Administration.

51.

Milstein

M. M.

Krueger

(1997). Improving educational administration preparation programs: What we have learned over the past decade. Peabody Journal of Education, 72, 100-116.

52.

Misra

Lundquist

J. H.

Holmes

Agiomavritis

(2011). The ivory ceiling of service work. Academe, 97, 22-26.

53.

National Commission on Excellence in Education. (1983). A nation at risk. Washington, DC: U.S. Department of Education.

54.

National Policy Board for Educational Administration. (2015). Professional standards for educational leaders 2015. Reston, VA: Author.

55.

O’Malley

M. P.

Capper

C. A.

(2015). A measure of the quality of educational leadership programs for social justice: Integrating LGBTIQ identities into principal preparation. Educational Administration Quarterly, 51, 290-330. doi:10.1177/0013161X14532468

56.

Padilla

A. M.

(1994). Ethnic minority scholars, research, and mentoring: Current and future issues. Educational Researcher, 23(4), 24-27.

57.

Pounder

D. G.

Gonzalez

M. L.

(2018). UCEA retention, tenure, and promotion guidebook. Charlottesville, VA: University Council for Educational Administration.

58.

Reames

E. H.

(2016). From coordination to compliance: The program coordinator’s changing role during redesign. Planning and Changing, 47, 263-278.

59.

Rice

Sorcinelli

M. D.

Austin

A. E.

(2000, January). Heeding new voices: Academic careers for a new generation (New Pathways Working Paper Series, Inquiry no. 7). Washington, DC: American Association for Higher Education.

60.

Riehl

Byrd

(1997). Gender differences among new recruits to school administration: Cautionary footnotes to an optimistic tale. Educational Evaluation and Policy Analysis, 19, 45-64.

61.

Rizzo

J. R.

House

R. J.

Lirtzman

S. I.

(1970). Role conflict and ambiguity in complex organizations. Administrative Science Quarterly, 15, 150-163.

62.

Schultz

(2013). The impact of role conflict, role ambiguity and organizational climate on the job satisfaction of academic staff in research-intensive universities in the UK. Higher Education Research & Development, 32, 464-478.

63.

Strauss

Corbin

(1990). Basics of qualitative research: Grounded theory procedures and techniques. London, England: SAGE.

64.

Sypawka

Mallett

McFadden

(2010). Leadership styles of community college academic deans. Community College Enterprise, 16, 63-73.

65.

Theoharis

Dotger

(2015). On the high wire: Education professors walk between work and parenting. Charlotte, NC: Information Age.

66.

Treadwell

D. G.

(1997). The department chair: A symbolic perspective and some implications. Journal of the Association for Communication Administration, 3, 218-224.

67.

University Council for Educational Administration. (n.d.). About UCEA: Improving leadership and policy. Retrieved from http://www.ucea.org/about-ucea/

68.

The Wallace Foundation. (2016). Improving university principal preparation programs: Five themes from the field. New York, NY: Author.

69.

Wolverton

M. L.

Gmelch

W. H.

(1999). The impact of role conflict and ambiguity on academic deans. Journal of Higher Education, 70, 80-106.

70.

Wolverton

M. L.

Gmelch

W. H.

(2002). The interconnections between job satisfaction and work-related stress in academic deans. In Gates

G. S.

Wolverton

(Eds.), Toward wellness: Prevention, coping, and stress (pp. 101-125). Charlotte, NC: Information Age.

71.

Worrell

Brabeck

Dwyer

Geisinger

Marx

Noell

Pianta

(2014). Assessing and evaluating teacher preparation programs. Washington, DC: American Psychological Association.

72.

Yendol-Hoppey

Hoppey

Morewood

Hayes

S. B.

Graham

M.-S.

(2013). Micropolitical and identity challenges influencing new faculty participation in teacher education reform: When will we learn? Teachers College Record, 115(7), 1-31.

73.

Zhou

Volkwein

(2004). Examining the influences on faculty departure intentions: A comparison of tenured versus nontenured faculty at research universities using NSOPF-99. Research in Higher Education, 45, 139-176.