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dc.contributor.authorFlora, Bethany Hopeen_US
dc.date.accessioned2014-03-14T20:08:59Z
dc.date.available2014-03-14T20:08:59Z
dc.date.issued2008-03-24en_US
dc.identifier.otheretd-04052008-192447en_US
dc.identifier.urihttp://hdl.handle.net/10919/26651
dc.description.abstractIn instances where many universities offer off-campus programs in a single locale, a supplier network exists. These supplier networks, or higher education centers (HECs) are beneficial to students and regions where the programs are delivered (Baus, 2007; Peterson, 2007). Few empirical studies have focused on consortium educational environments, such as HECs and most studies of off-campus education have taken an outsider-looking-in approach. One window into the world of HECs is to examine the professional lives of administrators who work in the HEC environment. Professional life can be explored by eliciting data about work, relationships and rewards (Hirt, 2006; Hirt et al., 2006; Hirt et al., 2004).The purpose of this case study was to examine the professional lives of administrators who work at a HEC. Data collection included engaging the participants in four exercises where they created social artifacts. Diagrams, graphs, concept maps and drawings are complementary additions to the traditional interview and encourage contributions from interviewees that might not otherwise be obtained (Crilly, Blackwell, & Clarkson, 2006; Enger, 1998). Data from the social artifacts were used to customize the semi-structured interview protocol. Findings indicate that those who work at HECs define their work, in large part, by those who benefit from that work: students, communities, and member institutions. The organizational dynamics that drive the work of HEC administrators are competition, collaboration and balance. HEC professionals view their primary role as being the face of their institution or the Center in the local community. They describe their work as a culminating experience that is both rewarding and challenging. At the core of this work are the relationships that HEC professionals establish and sustain with others. These relationships are defined by resource coordination, advocacy, and appreciation. Findings suggest that institutions would benefit from engaging in greater reciprocity with HEC professionals to include expertise reciprocity, relationship reciprocity, and resource reciprocity. In general, professional life at HECs is rich, varied, challenging, but rewarding.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartFloraFinalETD.pdfen_US
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectsupplier networken_US
dc.subjectcompetitionen_US
dc.subjectcollaborationen_US
dc.subjecteducational consortiumen_US
dc.subjecthigher education centeren_US
dc.subjecthigher education administrationen_US
dc.titleThe Professional Lives of Higher Education Center Administratorsen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairHirt, Joan B.en_US
dc.contributor.committeememberBurge, Penny L.en_US
dc.contributor.committeememberDooley, John E.en_US
dc.contributor.committeememberNiles, Jerome A.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04052008-192447/en_US
dc.date.sdate2008-04-05en_US
dc.date.rdate2009-04-30
dc.date.adate2008-04-30en_US


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