ERIC Number: ED231301
Record Type: RIE
Publication Date: 1983
Reference Count: 0
The Top-Line: A Report on Presidents', Provosts', and Deans' Careers. Leaders in Transition: A National Study of Higher Education Administrators.
Moore, Kathryn M.
The careers of college presidents, provosts, and academic deans were studied, based on a stratified random sample of 4,000 line administrators in 1,600 accredited four-year, degree-granting institutions. Responses were obtained from 310 presidents/provosts and 1,293 deans. Attention was directed to respondents' personal, educational, and professional background and career issues. Findings for the presidents and provosts include the following: about half of the presidents and provosts were between 45 and 55 years old; 8.3 percent of the presidents and 13.6 percent of the provosts were women; over 90 percent of presidents and provosts had earned doctorates; 64.3 percent of the presidents and 87.7 percent of the provosts held academic rank, and 91 percent of the presidents and 89.6 percent of the provosts were full professors. Findings for the deans include the following: 13.6 percent were females, and 7.2 percent were minorities; over 80 percent of the deans held rank and tenure; 56 percent were not seeking a job change; and 60 percent reported at least one mentor relationship. Faculty position was found to be the main entry position for most of the top-line administrator positions, and there was no definitive career path leading to the college presidency. (SW)
Descriptors: Academic Deans, Administrator Characteristics, Administrator Qualifications, Administrators, Career Ladders, College Administration, College Presidents, Educational Background, Employment Experience, Financial Policy, Higher Education, National Surveys, Occupational Mobility
Pennsylvania State University, Center for the Study of Higher Education, University Park, PA.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: EXXON Education Foundation, New York, NY.; Ford Foundation, New York, NY.
Authoring Institution: Pennsylvania State Univ., University Park. Center for the Study of Higher Education.; American Council on Education, Washington, DC.
Note: Funding provided through a grant to TIAA-CREF.