CLS to Higher Education Administrator: The Right Place – Right Time

Suzanne Campbell; Barbara Y. LaCost

doi:10.29074/ascls.22.3.185

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Suzanne Campbell, PhD, MT(ASCP)⇑
1. is MLT-AD program coordinator and faculty, Medical Laboratory Technician Program, Seward County Community College/Area Technical School, Liberal, Kansas
Barbara Y. LaCost, PhD
1. is an associate professor, College of Education and Human Sciences, University of Nebraska-Lincoln, Lincoln, Nebraska

Address for correspondence: Suzanne Campbell, PhD, MT(ASCP), program coordinator and faculty, Medical Laboratory Technician Program, Seward County Community College/Area Technical School, 520 N. Washington, Liberal, KS 67901. (620) 417-1403, (620) 417-1449 (fax). suzanne.campbell{at}sccc.edu.

Abstract

OBJECTIVES: To document the career paths of women clinical laboratory scientists who have transitioned from employment in a full service clinical laboratory to the higher education arena and who have administrative positions at the dean's level, including assistant and associate dean positions.

METHODS: A multi-site case study design was selected for this qualitative research involving a purposive sample of eight research participants. Data collection was guided by ten open-ended questions in seven face-to-face and one telephone semi-formal interviews.

SETTING AND PARTICIPANTS: The purposive sample included women who held a current higher education administrative position at the dean's level, including associate and assistant dean positions, in a university setting. These women also possessed a background in clinical laboratory science. The participants were located in eight higher education institutions in Nebraska, Illinois, Ohio, Tennessee, Missouri, and Texas.

MAIN OUTCOMES MEASURES: Experience as a clinical laboratory scientist, experience as faculty, experience as a higher education administrator, description of career path.

RESULTS: The participants of this qualitative study selected clinical laboratory science as their area of formal education through various means. Through no intentional action on their part, all of these women became faculty members in clinical laboratory education programs. By exhibiting the necessary knowledge and skills, these faculty members were selected to move into higher education administrator positions. The participants indicated their career paths were determined by “being in the right place at the right time” versus pre-determined career goals.

CONCLUSION: Participants in this study indicated having a background in clinical laboratory science enhanced their ability to obtain a position as a higher education administrator.

ABBREVIATIONS: CLS=Clinical laboratory science; CLS/MT=Clinical laboratory scientist/medical technologist; CLT/MLT=Clinical laboratory technician/medical laboratory technician; CLE=Clinical laboratory education.