0.11 Marshall, r., karanavich, f., & Sampson, p. (october 2011).  (Page 11/11)

Future research

Phase II of this study had two goals: To interview willing candidates from the initial pool of 21 volunteer respondents to further explore experiences of those transitioning from PK-12 administrator to the professorate and the impact that formal or informal mentoring programs have had on the success of PK 12 administrators transition into the new world of higher education. Another purpose was to determine if there are other ways to support the new tenured track professor. Further research could survey all National Council of Professors of Educational Administration members once the national membership data base is available with a survey instrument similar to the one used in Phase I of this two-phase study. This could expand the research to determine if there are similarities in a variety of higher education institutions across the United States. Further research could also include more questions about mentoring paradigms by modifying the original survey to include questions about new mentoring paradigms experiences such as multiple mentoring relationships like constellations (Luna&Cullen, 1995) or mosaics of support relationships (Carr et al., 2003). In academe, Chester and Chester’s work (2002) emphasized “the possibilities of ‘distributed mentorship’,” which includes as mentors both senior and junior colleagues, people inside as well as outside the academy, and electronic media as personal connections (p. 52) in which mentoring relationships are pluralist and reciprocal will strength the contribution to our profession’s body of research knowledge.

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Appendix a: questions for stage ii interviews from practitioner to professor

• What are your major concerns regarding the transition between practice as a PK-12 educational leader and a professor at a university?
• Have your concerns changed from when you first entered higher education to now?
• Do your department, college and university have formal tenure/promotion policies?
• If so, Did you receive a written copy of this information when you began your position?
• If so, of the three pillars of traditional tenure policies (teaching, research/publishing, service) is any one of these areas emphasized more than others within your tenure/promotion policies?
• Do you feel your tenure/promotion policies help or hinder the communications and relationships between and among your fellow tenure track and/or tenure faculty members within your department?
• Does your university have any form of mentoring program for new faculty members? Is it the same for new faculty to the department with no previous higher education experience as with new faculty members from other universities?
• What challenges or struggles if any did you face in your journey as you attempt or attempted to gain tenure?
• During your journey thus far as you attempt to gain tenure or after you have been tenured, what feelings, emotions, pressures or concerns have your experienced?
• What if any advice would you give to new faculty members who are attempting to gain tenure or to practicing administrators who aspire to move into higher education?