CLS to higher education administrator: the right navigational skills

To identify the experiences, training, and opportunities that directed and influenced the career paths of women clinical laboratory scientists that transitioned to higher education administrators.

A multi-site case study design was selected for this qualitative research involving a purposive sample of eight research participants. Data collection was guided by ten open-ended questions in seven face-to-face and one telephone semi-formal interviews.

The purposive sample included women clinical laboratory scientists who held a current higher education administrative position at the dean's level, including associate and assistant dean positions, in a university setting. The participants were located in eight higher education institutions in Nebraska, Illinois, Ohio, Tennessee, Missouri, and Texas.

MAIN Leadership skills/characteristics, professional development opportunities, mentoring experiences, opportunities for advancement.

Possessing a doctoral degree, demonstrating competence and strong leadership skills, having a good role model and/or mentor, displaying the ability to see the big picture, and possessing exemplary communication skills were identified by this group of women as necessary requirements for obtaining and maintaining a position as a higher education administrator.

The participants in this study confirmed that by possessing a terminal degree and a defined skill set, they were able to obtain a higher education administrator position.