An Exploration: Factors that affect the development of faculty into administrative leadership positions

Community college faculty acquire initial training in their specific discipline and typically do not have formal training in administrative tasks. Thus, when faculty transition into administrative leadership roles they are faced with tasks for which they have no primary training. While developing as a community college leader, many factors play a role in the individual’s development. Both the extrinsic and intrinsic factors that affect a faculty member’s transition into an administrative leadership role at community colleges and the subsequent choice to stay in administration or return to the faculty ranks were examined. One area of this study explores the support structures (or lack thereof) that are experienced by an individual personally and professionally at community colleges. The second explores the reasons behind an individual’s decision to transition back to a faculty position having already transitioned to an administrative role from a faculty position. The third area focuses on the individuals’ perceptions of themselves as leaders.
This research study examines the lived experiences of six individuals who work at three community colleges in Illinois. Two individuals at each community college in Illinois were interviewed. Six individuals were studied: three faculty, one from each selected college, who have moved on to administrative leadership positions and three faculty who have access to similar opportunities but chose to remain as faculty were also interviewed. The factors that influenced their transition into administrative leadership (and the subsequent reverse transition of three faculty into the faculty ranks) were discovered through the research study. Understanding the support needed for faculty who take on new administrative leadership roles will help community colleges to provide support and training for these individuals to develop their competencies, make their transition smoother, and will help to retain and develop faculty into administrative leadership positions at community colleges.