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Portland State University

Educational Leadership and Policy Faculty Publications and Presentations

Career development

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"I Didn't Do It The Right Way": Women's Careers As Faculty In Higher Education Administration, Karen J. Haley Jan 2012

"I Didn't Do It The Right Way": Women's Careers As Faculty In Higher Education Administration, Karen J. Haley

Educational Leadership and Policy Faculty Publications and Presentations

This article explores the career paths of women faculty in Higher Education Administration graduate programs based on the results of a qualitative study of 18 faculty members at 14 different institutions. The majority of faculty members made their career choice during their undergraduate program, however, most participants in this study made their decision to follow a faculty career after entering a doctoral program or after completing their doctoral degree. Adding the post-doctoral decision point to Bowen and Schuster's (1997) process of career choice acknowledges the contribution of seasoned professionals to the field of Higher Education Administration and reflects the flexibility …


New School, New Job, New Life: Supporting The Transition Of Student Affairs Graduate Assistants, Karen J. Haley, Brandi Hephner, Peggy Koutas Apr 2011

New School, New Job, New Life: Supporting The Transition Of Student Affairs Graduate Assistants, Karen J. Haley, Brandi Hephner, Peggy Koutas

Educational Leadership and Policy Faculty Publications and Presentations

Student affairs professionals have a responsibility for the professional development of graduate assistants (GAs) in the department as these positions are marketed as first professional positions. While prior literature has addressed the transition of graduate students into graduate school, there is little about the transition process for students with graduate assistantships in student affairs. Student transitions are important as they may set the tone for their first professional experience and ongoing professional development. Four key themes emerged from the voices of the graduate student participants in this study as they described their transition process into a GA position. First, they …