The organization of fine arts programs in doctoral/research institutions and the career lines of administrators that manage them

This study examines the organization of fine arts disciplines in Doctoral/Research Universities and the career mobility patterns of those who administer them. Clouded definitions of fine arts disciplines and the difficulty of identifying their administrators have been barriers to research concerning the organization of fine arts in higher education (Morrison, 1973).

Data were secured by a questionnaire mailed to a random, stratified sample of administrators in institutions considered to be 'more complex' or 'less complex' in their overall organizational structure. Descriptive statistics were used to describe the structural organization of fine arts programs and develop a profile, identify the career lines and possible boundaries to movement for the FAA.

Results showed the majority of fine arts programs as separate from liberal arts programs in single discipline units or as fine arts coalitions in the following structures: colleges, schools, divisions, or departments. The more complex institutions showed greater signs of segregation between liberal arts and fine arts programs of study than less complex institutions. Only more complex institutions indicated some fine arts programs existed as competitive autonomies.

The FAA profile portrays a married, Caucasian male between 50 and 59 who was appointed to his position from within the institution. He has served as the current FAA for a little over six years and has a Ph.D. in an arts related discipline. Results showed less than one-fifth (19.1%) of FAAs reporting any full-time arts-related work experience outside higher education representing an average of 4.78 years. Those individuals that reported full-time artistic experience as a professional artist/performer or in arts administration accounted for only 12.8% of the FAAs.

Two four-sequence career lines were found representing just over 10 percent of the sample. In addition, five three-sequence career lines were also identified and represented over half of the sample. The most common career line followed was identified as the normative career path (Cohen & March, 1974).

Both institutional level and institutional type constituted strong boundaries to movement to the FAA position. An overwhelming majority (94.4%) of FAAs remained employed in 4-year institutions throughout their careers. In addition, two-thirds of FAAs indicated employment in only doctoral/research institutions during their careers. Contrary to other career studies, state line was shown to be a weak boundary to movement to the FAA position (Clark, Twombly, & Moore, 1990; Cejda & McKenney, 2000).

This study has broad implications for practice. First, aspirants to the FAA should obtain experience, both academic and administrative, in the doctoral/research institution. In addition, one must be willing to move in order for advancement towards the FAA position. The second implication concerns women and minorities. As in other studies on higher education administrators these two groups are not well represented. Mechanisms need to be put in place to facilitate upward movement from other positions within the academy. Lastly, findings indicate that the successful candidate will be from within the membership boundaries of 4-year, doctoral/research institution employment extending as far back as their third previous position. Search committees may find resources better spent looking at institutions fitting the above description.