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ABSTRACT
The purpose of this study was to identify the pathways professional pilot program faculty take to reach their positions. Data were collected through a survey that was distributed via the internet using Survey Monkey. Pathways were defined by investigations into the occupational and educational histories of the faculty. Also, demographic attributes of the faculty were collected to create a comprehensive picture of the faculty. Statistical analysis of the survey data was conducted using SPSS Graduate Pack software. The findings of the study indicate that professional pilot faculty take a range of occupational and educational pathways to reach their positions in aviation higher education. Two primary pathways were identified: the military and the non-military (civilian). Each of these sub-groups had unique attributes and distinctive career paths. Although faculty take two primary, separate paths to the professoriate, all faculty reach their current position with similar levels of academic and flight credentials as well as length of industry experience. Aviation faculty of all types were found to have significant academic and industry qualifications and certifications. In addition, these individuals had extensive aviation experience.
INTRODUCTION
Overview of the Study
From 1940 to 2008, there has been significant research conducted on higher education faculty in the United States. Studies such as those by Wilson (1942), Finkelstein (1984), and Reybold (2003) have explored the general attributes of the U.S. professoriate. Detailed data on higher education faculty has been collected via the undertaking of the Department of Education through the National Survey of Postsecondary Faculty (NSOPF). Research has also been conducted on postsecondary faculty in specific subject areas (Reybold, 2003; Fleet, Rosser, Zufall, Pratt, Feldman, & Lemons, 2006) and of particular demographic attributes (Conley, 2005; Cross, 1991). Yet little data exists on higher education faculty who specialize in the training of pilots. The information that is available on professional pilot program faculty has been limited to demographic details. Further, the most current data is more than ten years old (Johnson, 1999). This is problematic because of the growing importance that aviation higher education has assumed within the aerospace industry as the U.S. military, previously a major supplier of aviation professionals, has faced cutbacks while at the same time the industry, in general, has continued to grow (Echaore-McDavid, 2005). Exacerbating this...
