The experience of power by directors of faculty development centers

The purpose for conducting this study was to explore the ways in which directors of faculty development centers experience power. This was a mixed method study using data collected via a standardized survey instrument and semi-structured interviews.;The Interpersonal Power Inventory was distributed to 324 faculty development personnel, with 123 surveys being returned. This phase was followed by telephone interviews with 22 directors of faculty development centers representing institutions from every class according to the Carnegie system.;Survey data revealed that faculty development personnel perceived the personal power bases of expert, information, and referent power to be most effective as bases of influence when working with both administrators and faculty. Alpha co-efficient scores for the other eight power sub-scales were too low to accept as valid constructs. Various themes emerged from the interview data that suggest that faculty development center directors (1) exist in a space between two cultures, creating unique challenges, (2) experience influence power with faculty primarily based on their perceived "credibility;" and (3) experience influence power with administration when they serve as institutional symbols and communicative bridges between two cultures. Influence power with administration is also afforded according to the director's ability to address institutional exigencies in a proactive and effective way.;Because of the director's autonomy, visibility, and dual-membership in two cultures, it seems that he/she of often in a position to identify and address institutional exigencies in a proactive way. This potential role of the director as organizational developer is perceived to be an important base of power with administration. It is suggested that this role should be embraced by directors to insure that the faculty development center is perceived as being central to institutional life and relevant to institutional concerns.