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AAL Newsletter

AAL’s Felicia Tucker-Lively Receives Ph.D. in Education Leadership

Felicia Tucker-Lively

AAL congratulates its staff member Dr. Felicia Tucker-Lively for her great achievement in receiving a doctoral degree in Education Leadership from Mercer University!

Dr. Tucker-lively’s dissertation is titled “The Relationship Between Human Resource Management Practices And Turnover Intentions Of Mid-Level Administrators,” under the direction of Edward L. Bouie, Jr., Ed.D.


Although “talented employees with unique knowledge and skills are increasingly being viewed as a valuable asset and a source of competitive advantage” in the private sector (Yukl, 2008, p. 710), identification, selection, and development of potential leaders are often inadequate or too late in public institutions (Bisbee, 2007).  Studies have addressed the complexity of administrative roles and what makes mid-level administrators successful in their roles. Additional examination of mid-level professionals in academia is warranted, especially the use of human resource practices to improve their current roles and prepare them for more challenging senior executive positions.

The redesign of resources and programs is a struggle for public colleges, universities and community colleges as these institutions face challenges in keeping up with their private and for-profit counter parts (Evans & Chun, 2012).   With human resource management (HRM) practices characterized as “human capital systems that leverage talent” (Evans & Chun, 2012, p. 45), an examination of whether there is a relationship between perceptions of HRM practices and turnover intentions of mid-level administrators in public doctorate-granting universities was the focus of this study.  In addition, obtaining clarity on the mediating role played by perceived organizational support and organizational commitment was of interest (Allen, Shore, & Griffeth, 2003; Joarder et al., 2011).

Additional empirical evidence may better equip public doctorate-granting universities to reduce the turnover of its “unsung professionals” (Rosser, 2004, p. 317) by incorporating “different configurations or bundles of HRM practices” (Smeenk et al., 2006, p. 2035) suitable for their context and for maintaining “a competitive workforce” (Jo, 2008, p. 579).  This study utilized a quantitative correlation approach to investigate the relationship between HRM practices and turnover intentions of mid-level administrators in public higher education institutions. Regression analysis was used to determine the predictive relationship among HRM practices, perceived organizational support, organizational commitment, and turnover intentions.


Allen, D. G., Shore, L. M., & Griffeth, R. W. (2003). The role of perceived organizational support and supportive human resource practices in turnover process. Journal of Management, 29, 99-118.

Bisbee, D. C. (2007). Looking for leaders: Current practices in leadership identification in higher education. Planning and Changing. 38(1), 77-88.

Evans, A., & Chun, E. (2012). Creating a tipping point: Strategic human resources in higher education. In K. Ward & L. E. Wolf-Wendel (Series Eds.), ASHE Higher Education Report, 38(1). California: Wiley Periodicals, Inc.

Jo, V. H. (2008). Voluntary turnover and women administrators in higher education. Higher Education. 56, 565-582.

Joarder, M.H.R., Sharif, M.Y., Ahmmed, K. (2011) Mediating role of affective commitment in HRM practices and turnover intention relationship: A study in a developing context. Business and Economics Research Journal, 2(4), 135-158.

Rosser, V. J. (2000). Midlevel administrators: What we know. In L. K. Johnsrud & V. J. Rosser (Eds.), Understanding the work and career paths of mid-level administrators (pp. 5-13). San Francisco: Jossey-Bass.

Smeenk, S. G. A., Eisinga, R. N., Teelken, J. C. & Doorewaard, J. A. C. M. (2006). The effect of HRM practices and antecedents on organizational commitment among university employees. International Journal of Human Resources Management, 17(12), 2035-2054.

Yukl, G. (2008). How leaders influence organizational effectiveness. The Leadership Quarterly, 19(6), 708-722.


Felicia Tucker-Lively, M.P.H., Ph.D.

Felicia Tucker-Lively is the Project Manager for AAL. In the role, Dr. Tucker-Lively provides the managerial support and administrative services for the AAL’s professional development programs. Her areas of interest are professional and organizational development; strategic talent management; human resource management; and career path learning and development. She has experience in administration, operational management, and program coordination at Morehouse School of Medicine, St. Luke’s-Roosevelt Hospital Center, and Brooklyn Hospital Center. Her background involves working with executive leadership teams to solve problems, develop alternatives, and create efficiencies for improving program quality. She received a Bachelor of Science in Human Services from Cornell University College of Human Ecology in New York and her Masters of Public Health in Socio-medical Science from Columbia University School of Public Health. She recently received a Ph.D. in Education Leadership from Mercer University in Atlanta, Georgia.

You can contact Dr. Tucker-Lively at f.tucker-lively@aalgroup.org.

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Dr. Tandra Atkins

NYU Lutheran Medical Center

"The AAL team has enhanced my knowledge and decision making tools, objective analysis, and creativity in a radically changing health care environment."