'This Too Shall Pass and There's Going to Be Some Light at the End of the Tunnel': Voices of UCEA Program Coordinators during the COVID-19 Pandemic
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| Title: | 'This Too Shall Pass and There's Going to Be Some Light at the End of the Tunnel': Voices of UCEA Program Coordinators during the COVID-19 Pandemic |
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| Language: | English |
| Authors: | Joanne M. Marshall (ORCID |
| Source: | Journal of Research on Leadership Education. 2026 21(1):91-116. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, College Faculty, Faculty College Relationship, College Administration, Administrators, Middle Management, COVID-19, Pandemics, Student School Relationship, Administrator Role, Administrator Responsibility, Behavior Change |
| DOI: | 10.1177/19427751251353528 |
| ISSN: | 1942-7751 |
| Abstract: | We interviewed 20 program coordinators at University Council for Educational Administration (UCEA) member institutions in order to explore how the COVID-19 pandemic shaped their work and responsibilities. Participants reported increased demands and challenges during the pandemic. These included additions to their typical roles in working with districts, as middle managers, and supporting their stressed students. Their partnerships with districts were more difficult, especially as the needs of districts changed, state requirements changed, and program requirements needed to change. As middle managers, they also struggled in translating directives from university administrators to colleagues or students, feeling that their administrators were unsympathetic to their position. Consistent with their role as educators, they continued to keep the needs of their students central to their work, even at their own professional expense, such as sacrificed research, or personal expense, such as longer hours and time away from family. With these increased responsibilities, they experienced blurred boundaries and emotional exhaustion, leading to role conflict. They also reported some positive aspects, such as decreased commuting or catalyzing program change. We offer implications for policy and practice, including formalizing the program coordinator's role via contracts and agreed-upon job responsibilities, as well as adequate incentives and support. Additional recommendations for theory and future research are also included. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497574 |
| Database: | ERIC |
| Abstract: | We interviewed 20 program coordinators at University Council for Educational Administration (UCEA) member institutions in order to explore how the COVID-19 pandemic shaped their work and responsibilities. Participants reported increased demands and challenges during the pandemic. These included additions to their typical roles in working with districts, as middle managers, and supporting their stressed students. Their partnerships with districts were more difficult, especially as the needs of districts changed, state requirements changed, and program requirements needed to change. As middle managers, they also struggled in translating directives from university administrators to colleagues or students, feeling that their administrators were unsympathetic to their position. Consistent with their role as educators, they continued to keep the needs of their students central to their work, even at their own professional expense, such as sacrificed research, or personal expense, such as longer hours and time away from family. With these increased responsibilities, they experienced blurred boundaries and emotional exhaustion, leading to role conflict. They also reported some positive aspects, such as decreased commuting or catalyzing program change. We offer implications for policy and practice, including formalizing the program coordinator's role via contracts and agreed-upon job responsibilities, as well as adequate incentives and support. Additional recommendations for theory and future research are also included. |
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| ISSN: | 1942-7751 |
| DOI: | 10.1177/19427751251353528 |
