CLS to higher education administrator: the right navigational skills.

OBJECTIVES 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. METHODS 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. SETTINGS AND PARTICIPANTS 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. OUTCOMES MEASURES MAIN Leadership skills/characteristics, professional development opportunities, mentoring experiences, opportunities for advancement. RESULTS 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. CONCLUSION 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.