Chapter 5: Two Lenses—One Focus: Examining Educational Leadership Program Coordinator Roles

The term “coordinator” may better be termed “herder of cats” because it often represents an organizational role with much responsibility, little authority, and reluctant participants. It sounds lower than director and implies the shuffling of disparate entities to create order. For program coordinators in higher education, the position likely includes a residual teaching load so that the overall function has one foot in the faculty breakroom and the other in the front office. We will examine the dual roles of two coordinators in educational leadership programs who share faculty across two degrees and certifications. To effectively provide oversight for an educational leadership program, developing and nurturing relationships is vital. Accordingly, this study explores literature that implements self-study and critical friend methodology as its framework. The anecdotal narrative regarding the university where the authors work is included to provide context for our story in blending the available faculty to encompass the needs of two related but distinct degree programs. This context spans a wholesale university transformation including president change, workload policy redevelopment, and overhaul of college structure and policies. While specific literature is sparse about the academic role and responsibilities of program coordinator PCs, information about the noncognitive, intuitive, and interpersonal characteristics and behaviors necessary for functioning and thriving in the role may not exist at all. Two quite different individuals can manage two robust programs, share faculty and other resources, and remain friends. But it takes work.