Administrative Issues Journal

Current Editors

Editor-in-Chief: Todd Wiggen, Ed.D.
Copy & Production Editor: Lauren Bamber
Research Editor: Veronica Aguinaga,, M.Ed.
Editor-at-Large & Account Manager: Roxanne Davis, Ph.D.
Editor-at-Large: Amanda Evert, Ph.D.
Editor-at-Large: Lisa Friesen, M.Ed.
Editor-at-Large/Assistant Research Editor: Marc Leonard, M.B.A.
Graduate Assistant: Kendra Gift

Administrative Issues Journal is a university-based publication dedicated to expanding the knowledge of current issues in the theory and practice of Administration. Administrative Issues Journal provides a platform for the publication and promotion of viable blind-reviewed research, and is committed to the best practices of scholarly publishing in an open access (OA) environment.

The journal accepts articles with a disciplinary or topical anchor in the fields of Business, Health Care, Education, Public and Clinical Practice Administration inclusive of the fields of Pharmacy, Nursing and Medicine. This journal accepts quantitative, qualitative, and mixed methodology studies.

We are specifically interested in articles that facilitate the development of interdisciplinary connections related to research, practice, and teaching. It is our goal that by juxtaposing contributions from diverse sources, scholarly connections will be made that will further insights and solutions to common issues faced in the theory and practice of Administration. Administrative Issues Journal: Connecting Education, Practice, and Research.

Current Issue: Volume 9, Issue 2 (2019)

Letter from the Editors

This issue of the Administrative Issues Journal begins with an article from Laura B. Kent, who discusses professional development programs for K-8 mathematics teachers and impact of the programs. In Teacher hiring: The disconnect between research based best practice and processes used by school principals, Kimbrel presents a study on teacher hiring practices in the southern and western regions of the United States. Transparency of website policies regarding tenure clock extensions and child-related events are examined in the article by McEacharn, Boswell, Chauhan, and Siereveld. In Admission assessment: Linking a standardized admission exam to nursing program outcomes, the results of academic program evaluation of graduate nursing programs are examined.

Letter from Editor


Letter from the Editors
Administrative Issues Journal Editors



Tenure clock policy transparency for biological clock (family friendly) events
Michelle McEacharn, Katherine Boswell, Kriti Chauhan, and Sarah O. Siereveld


Admission assessment: Linking a standardized admission exam to nursing program outcomes
Anita C. Reinhardt, Teresa Keller, Alyce Kolenovsky, Hallie Keller, and Pamela Schultz