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Haley, Karen. Women Designing a Faculty Career: The Role of Self-Reliance. Journal of Faculty Development, 2013, 27 (January) pp. 5-12.

In a graduate program in higher education administration, women faculty members were interviewed about their experiences in graduate school and preparation for an eventual faculty position. Self-reliance, which combined self-efficacy, self-motivation, self-direction, and self-agency, emerged as an important attribute. The women were self-motivated in making the decision to attend graduate school, and their self-awareness helped them to develop a professional path. Informal opportunities to work with faculty and peers, usually on a voluntary basis, provided some research experience. All of the women reported self-directed learning behaviors. Opportunities for teaching experience were quite limited, as higher education programs lack undergraduate students, so some of the women initiated teaching opportunities at local colleges. The women who had faculty mentors reported the most support in the graduate program and in making the transition to their first faculty position. (44 ref)—Postsecondary, Adult, and Continuing Education Program, Portland State University.