UVM Theses and Dissertations
Format:
Print
Author:
Nicholas, Cate F.
Dept./Program:
College of Education and Social Services
Year:
2006
Degree:
Ed. D.
Abstract:
Medical schools have a distinct culture and a solidly constructed hierarchy where 75% of senior leadership positions (assistant dean, associate dean, and senior associate dean) are held by M.D.s. Of the 25% of leadership positions held by Ph. D.s, only 12% are women. Despite these odds, a small number of women Ph. D. medical educators are highly successful in senior leadership positions. This dissertation describes a qualitative research study designed to understand the successful career paths of five high achieving women Ph. D. medical educators within this field.
Each woman chosen for the study (1) works in North America; (2) possesses an advanced degree in Education; (3) focuses her career in medical education; (4) has reached senior leadership levels with the medical education field; and (5) is recognized nationally for her contribution to the field. Participants were interviewed individually using a single research question designed to encourage each woman to tell her career development story in her own words. Additional questions were limited to those of clarification and as follow up to an emerging theme.
Pre-written, focused questions were not asked so as not to influence the participant's reflections or word choices. Thematic analyses across narratives suggest a model which can illuminate a theoretical path to success. The findings of this study suggest that all five women (1) are values based, passion driven: they operate from strongly imbedded value sets and have a passion for education which fuels their success; (2) share a set of personal assets which enhance their ability to develop professionally; (3) undergo a transformation into professional by recognizing and obtaining the academic credentials, administrative skills, and building networks needed to rise within the academic ranks.
(4) understand, embrace and use her status of "other" as a Ph. D. medical educator within an M.D. dominated hierarchy to succeed through a series of strategic adaptations; and (5) remain an effective leader through a continuous dynamic balancing process which allows her to remain authentic while being "other." Poetic transcription as developed by Glesne (1997) was used to compose portions of the research text.
Each woman chosen for the study (1) works in North America; (2) possesses an advanced degree in Education; (3) focuses her career in medical education; (4) has reached senior leadership levels with the medical education field; and (5) is recognized nationally for her contribution to the field. Participants were interviewed individually using a single research question designed to encourage each woman to tell her career development story in her own words. Additional questions were limited to those of clarification and as follow up to an emerging theme.
Pre-written, focused questions were not asked so as not to influence the participant's reflections or word choices. Thematic analyses across narratives suggest a model which can illuminate a theoretical path to success. The findings of this study suggest that all five women (1) are values based, passion driven: they operate from strongly imbedded value sets and have a passion for education which fuels their success; (2) share a set of personal assets which enhance their ability to develop professionally; (3) undergo a transformation into professional by recognizing and obtaining the academic credentials, administrative skills, and building networks needed to rise within the academic ranks.
(4) understand, embrace and use her status of "other" as a Ph. D. medical educator within an M.D. dominated hierarchy to succeed through a series of strategic adaptations; and (5) remain an effective leader through a continuous dynamic balancing process which allows her to remain authentic while being "other." Poetic transcription as developed by Glesne (1997) was used to compose portions of the research text.