Theses and Dissertations

Date of Award

5-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Ming-Tsan Lu

Second Advisor

Seokmin Kang

Third Advisor

Javier Cavazos

Abstract

Research administration as a field lacks clearly defined entry pathways, with many professionals entering through indirect routes. These conditions contribute to variation in early-career experiences and may influence long-term outcomes. The purpose of this study was to examine how entry pathways and skills at entry relate to early-career challenges in research administration, and how those challenges are associated with career dissatisfaction.

This study used a quantitative, cross-sectional design. Data were drawn from the U.S. subset of the Research Administration as a Profession (RAAAP-3) survey. Key variables included entry pathways, skills at entry, early-career challenges, and career dissatisfaction. Findings indicate that skills at entry were associated with reduced likelihood of certain early-career challenges but did not eliminate them. Entry pathways were also related to challenge patterns, though not uniformly. Structural challenges, including unclear policies, lack of professional recognition, and unclear career frameworks, showed the strongest associations with dissatisfaction. These results suggest that early-career challenges reflect both transition demands and structural conditions, highlighting the importance of institutional support and role clarity in improving workforce outcomes.

Comments

Copyright 2026 Jennifer Juliet Martinez. All Rights Reserved. https://proquest.com/docview/3371247553

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