Train for the job you want (or will be asked to take): envisioning the doctorate as preparation for equity-minded leadership in higher education

Abstract

Purpose

The purpose of this study, nested within a broader study about higher education leadership, was to generate knowledge about the ways in which doctoral education prepared people for leadership roles in postsecondary institutions within the USA. At colleges and universities, there is an interest in ensuring diverse leadership teams and welcoming campus environments. Yet, the research demonstrates challenges for and underrepresentation among higher education leaders. One point of intervention is doctoral programs in higher education and related fields, given the professional socialization, identity formation and knowledge acquisition that occurs through the doctoral journey.

Design/methodology/approach

By conducting interviews with women who hold doctorates in the field of higher education and who took on new leadership roles at postsecondary institutions in the USA during the global health pandemic, the authors identified specific areas for which doctoral-level training and experiences may be helpful in supporting leader development.

Findings

The authors identified specific areas for which doctoral-level training and experiences may be helpful in supporting leader development. Based on those findings, the authors offer initial propositions about how doctoral programs might support the development of equity-minded leaders in higher education, which should be tested and refined through further research, theory development and application to practice.

Originality/value

This paper contributes by providing a focus on the ways in which doctoral programs can equitably train and develop equity-minded leaders for a range of career goals including but not limited to academic appointments in higher education.

Citation

Pifer, M.J., Tevis, T.L. and Baker, V.L. (2023), "Train for the job you want (or will be asked to take): envisioning the doctorate as preparation for equity-minded leadership in higher education", Studies in Graduate and Postdoctoral Education, Vol. 14 No. 3, pp. 366-380. https://doi.org/10.1108/SGPE-01-2023-0012