How Dark Is It? From Administration to Faculty

Autor/inn/en	Leary, Tamara; Pardy, Linda
Titel	How Dark Is It? From Administration to Faculty
Quelle	In: Canadian Journal of Higher Education, 52 (2022) 3, S.98-108 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	College Faculty; College Administration; Career Change; Teacher Attitudes; Administrator Role; Teacher Role; Foreign Countries; Work Environment; Motivation; Canada + Suchen Sie Ihr Suchwort? Fakultät; College administrators; Hochschulverwaltung; Career changes; Berufswechsel; Lehrerverhalten; Lehrerrolle; Ausland; Arbeitsmilieu; psychologische; Motivation (psychologisch); Kanada
Abstract	"Crossing over to the dark side" is a popular reference to someone's decision to leave the supposed "good, pure, and honest" side of something to go to its "bad, evil, and suspicious" side. This idiom is typically used when an administrator moves into a faculty position or vice versa. While there is a plethora of literature on the challenges new scholars face as they enter the academy, less is known about the lived experience of moving from being an administrator to faculty member. One might assume the move is straightforward; our own experiences, however, suggest otherwise. This study explores the transition experiences of seven Canadian higher education administrators to faculty positions. Participants shared common experiences and perspectives on the differences between the roles, all of which are exacerbated by the distrust between the two sides. Findings offer further understanding of the nuances and misconceptions held by both parties and propose areas for further research. [The publication year on the PDF is incorrect, this article was published in 2022.] (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://journals.sfu.ca/cjhe/index.php/cjhe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01