Volume 3, Issue 4 (DECEMBER ISSUE 2022)                   johepal 2022, 3(4): 118-126 | Back to browse issues page

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Rost J K, Hover A. (2022). Carrying Bricks: Guiding Pre-Tenure Program Coordinators from Survival to Superstars. johepal. 3(4), 118-126. doi:10.52547/johepal.3.4.118
URL: http://johepal.com/article-1-282-en.html
Abstract:   (985 Views)
The purpose of this article is to discuss a) the dual role of the assistant professor/ program coordinator, b) specific strategies for developing pre-tenure survival skills and c) leveraging the pseudo administrative duties of a program coordinator to forge a unique and diversified professional portfolio for leadership opportunities post-tenure. The tenure and promotion process at many higher education institutions requires faculty members to publish research and present at regional, national, and international conferences, but new tenure-track faculty in the program coordinator role must also balance and manage other job responsibilities. An apt analogy for this process is a bricklayer who is expected to lay a perfectly straight, clean wall while fatigued from carrying bricks all morning from worksite to worksite. The new assistant professor/program coordinator who chooses to carry the appropriate quantity of bricks while still maintaining quality, can successfully pave the way to long-term success in academia.
Full-Text [PDF 1431 kb]   (812 Downloads)    
Type of Study: Research | Subject: Special
Received: 2022/09/28 | Accepted: 2022/11/27 | Published: 2022/12/31

1. Ashcraft, A., Anderson, J. S., Rogge, M. M., Song, H., & Opton, L. (2021). Academic tenure: Perceptual variations among tenured, tenure-seeking and non-tenure faculty. Journal of Professional Nursing, 37(3), 578-587. [DOI]
2. Flaherty, C. (2018, October 12). A non-tenure-track profession? Inside Higher Ed. [Article]
3. Hackmann, D. G., & Wanat, C. L. (2016). Doing the work or sharing the work? The educational leadership program coordinator’s role. International Journal of Educational Reform, 25(2), 100-124. [DOI]
4. Ingle, W. K., Worth, J. J., Marshall, J. M., & Hackmann, D. G. (2018). The incentives and costs of program coordination in P-12 educational leadership programs. Journal of Education Finance, 44(2), 175-198. [Article]
5. James, Y., Bourgeault, I, Gaudet, S., & Bujkai, M. (2021). Care work and academic motherhood: Challenges for research and tenure in the Canadian university. Canadian Journal of Higher Education, 51(4), 85-99. [DOI]
6. Ling, L., & Ling, P. (2020). Emerging methods and paradigms in scholarship and education research. IGI Global. [DOI]
7. Merlo, A. V. (2016). The pre-tenure years: Survive, succeed, and thrive. Journal of Criminal Justice Education, 27(2), 175-193. [DOI]
8. Mu, F., & Hatch, J. (2020). Becoming a teacher scholar: The perils and promise of meeting the promotion and tenure requirements in a business school. Journal of Management Education, 45(2). [DOI]
9. Reames, E. H. (2016). From coordination to compliance: The program coordinator’s changing role during redesign. Planning and Changing, 47(3), 263-278.

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | Journal of Higher Education Policy And Leadership Studies

Designed & Developed by : Yektaweb