Date of Award
College of Education and Professional Development
Type of Degree
Dr. Ron Childress, Committee Chairperson
Dr. Bobbi Nicholson
Dr. Aaron Settle
The purpose of this study was to better understand the faculty to administration transition process and elements which affect this process in West Virginia’s 4-year colleges and institutions. A secondary aim of this study was to provide a formal model for faculty who transition to administrative roles in higher education. Study participants came from 4-year degree-granting higher education institutions in West Virginia. The study used a qualitative phenomenological design to investigate elements of the process used when faculty members transition to administrative roles. Findings from this study supported the majority of literature reviewed for this research and aided in developing recommendations for those transitioning to administration. Key findings from this study indicate the following criteria need to be established in a model program: (a) mentoring program, (b) funding for continuing education, (c) training in addressing human resource topics, (d) handling the glass ceiling, (e) training in dealing with relationship changes, and (f) training specifically for women transitioning to higher education administration. Further, findings suggest additional research is warranted in the following areas: (a) most effective mentoring model, (b) administrators who chose to transition back to faculty ranks, (c) social justice and equality for women in higher education administration, and (d) research outside of West Virginia’s higher education system.
Education, Higher – West Virginia – Administration.
Education, Higher – West Virginia – Faculty.
Education, Higher – West Virginia – Employees.
Bradley, Matthew H., "Transitioning From Faculty to Administration: A Qualitative Study of Administrators in 4-Year Institutions" (2022). Theses, Dissertations and Capstones. 1446.