CLS to Higher Education Administrator: The Right Navigational Skills

Suzanne Campbell; Barbara Y. LaCost

doi:10.29074/ascls.23.1.12

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Suzanne Campbell, PhD, MT(ASCP)⇑
1. is 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 Services, 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 identify the experiences, training, and opportunities that directed and influenced the career paths of women clinical laboratory scientists that transitioned to higher education administrators.

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.

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

MAIN OUTCOMES MEASURES: Leadership skills/characteristics, professional development opportunities, mentoring experiences, opportunities for advancement.

RESULTS: Possessing a doctoral degree, demonstrating competence and strong leadership skills, having a good role model and/or mentor, displaying the ability to see the big picture, and possessing exemplary communication skills were identified by this group of women as necessary requirements for obtaining and maintaining a position as a higher education administrator.

CONCLUSION: The participants in this study confirmed that by possessing a terminal degree and a defined skill set, they were able to obtain a higher education administrator position.