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ERIC Number: ED258668
Record Type: RIE
Publication Date: 1984
Pages: 10
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Today's Academic Leaders: A National Study of Administrators in Community and Junior Colleges.
Pennsylvania State Univ., University Park. Center for the Study of Higher Education.
Over 1,500 community and junior college administrators were sampled in a national study conducted by the Center for the Study of Higher Education to obtain an accurate, comprehensive picture of administrators' educational and employment backgrounds, career goals and aspirations, career paths, and concerns. Study results included the following: (1) the total number of professional positions held by the respondents ranged from 1 to 17; (2) 32.5% had held at least one joint appointment; (3) 55.5% had been the first person to hold a newly created position; (4) most of the respondents had not held their positions for over 5 years; (5) 90.5% were Caucasian, 37.4% were born between 1930 and 1940, and 83.7% were married; (6) the three administrative positions employing the largest number of the 323 women in the sample were head librarians (110), directors of financial aid (55), and academic deans (43); (7) overall, respondents' mothers had achieved a higher level of education than their fathers; (8) 46.6% of the respondents had earned three degrees; (9) 57.6% felt participation in community activities aided career advancement; (10) 50.1% had experienced a mentor relationship; (11) the factor of greatest importance in selecting their current institution was duties of the position, while salary and institution reputation were primary reasons for remaining; (12) 17.5% were considering a job change, and 76.1% would choose to be an administrator again. (LAL)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Teachers Insurance and Annuity Association, New York, NY.; American Association of Community and Junior Colleges, Washington, DC.; 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.