Examining the Diversity of Academic Qualifications and Practitioner Experiences of Faculty to Enhance Practitioner-Based Preparation Programs

Location

Higher Education: Curriculum and Faculty - Preston 1

Proposal Track

Research Project

Session Format

Presentation

Abstract

The purpose of this research was to examine professional attributes to include academic qualifications and practitioner experiences possessed by faculty. This research was two-fold and first examined doctoral faculty of educational leadership to illustrate the professional attributes of the faculty that develop students in educational leadership preparation programs to be scholarly-practitioners and future educational leaders. Second, to further understand the professional attributes of faculty, a quantitative study surveyed upper-level management students to determine their perceptions of the importance of faculty attributes. The goal of this research was to aid those leading practitioner-based preparation programs in examining the diversity of the academic qualifications and practitioner/professional experiences of their faculty and develop strategies to enhance their programs with these complimenting skill sets. This research may provide insight into the faculty attributes that students deem important in faculty in an effort to support student success and prepare them for practitioner-based work in their respective fields.

Keywords

academic qualifications, practitioner experiences, professional attributes, scholarly practitioners

Professional Bio

Juliann Sergi McBrayer, Ed.D. is an Assistant Professor and Program Director in Educational Leadership at Georgia Southern University. She holds a Doctorate and Educational Specialist from Georgia Southern University, a Master’s degree from Ohio University, and a Bachelor's degree from SUNY College at Buffalo. She has collectively served 19 years as an educational leadership assistant professor, educational program coordinator, instructional school leader, professional development and federal programs coordinator, classroom teacher leader, and classroom teacher. As a scholarly practitioner, her research interests include the umbrella of development, implementation, and assessment of educational leadership and teacher preparation programs with a focus on purposeful, collaborative, and sustainable professional learning and programming to ensure effectiveness and accountability. Her research interests support school and higher education improvement through evidence-based practices and strong P-20 partnerships.

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Oct 4th, 10:30 AM Oct 4th, 12:00 PM

Examining the Diversity of Academic Qualifications and Practitioner Experiences of Faculty to Enhance Practitioner-Based Preparation Programs

Higher Education: Curriculum and Faculty - Preston 1

The purpose of this research was to examine professional attributes to include academic qualifications and practitioner experiences possessed by faculty. This research was two-fold and first examined doctoral faculty of educational leadership to illustrate the professional attributes of the faculty that develop students in educational leadership preparation programs to be scholarly-practitioners and future educational leaders. Second, to further understand the professional attributes of faculty, a quantitative study surveyed upper-level management students to determine their perceptions of the importance of faculty attributes. The goal of this research was to aid those leading practitioner-based preparation programs in examining the diversity of the academic qualifications and practitioner/professional experiences of their faculty and develop strategies to enhance their programs with these complimenting skill sets. This research may provide insight into the faculty attributes that students deem important in faculty in an effort to support student success and prepare them for practitioner-based work in their respective fields.