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From Administration to Faculty","","Crossing over to “the dark side” describes administrators moving into faculty roles and vice versa, yet the lived experience of that shift remains underexplored. This study examines transition experiences of seven Canadian higher education administrators who became faculty members. Participants described shared perceptions of role differences, intensified by distrust between senior administration and faculty. 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From Administration to Faculty  \nTamara Leary Royal Roads University  \nLinda Pardy  \nUniversity of the Fraser Valley  \nAbstract  \nCrossing overto the dark side is a popular reference to someone’s decision to leave the supposed “good, pure, and honest” side of something togo to its “bad, evil, and suspicious” side. This idiom is typically used when an administrator moves into a faculty position or viceversa. While there is a plethora of literature on the challenges new scholars face as they enter the academy, less is known about the lived experience of moving from being an administrator to faculty member. One might assume the move is straightforward; our own experiences, however, suggest otherwise. This study explores the transition experiences of seven Canadian higher education administrators to faculty positions. Participants shared common experiences and perspectives on the differences between the roles, all of which are exacerbated by the distrust between the two sides. Findings offer further understanding of the nuances and misconceptions held by both parties and propose areas for further research.  \nKeywords: transition, faculty, senior administration, higher education  \nRésumé  \nBasculer du côté obscurest une référence populaire à la décision de quitter le côté supposé « bon, puret honnête » de quelque chose pour aller vers son côté « mauvais, maléfique et suspect » . Cette expression est généralement utilisée lorsqu’un administrateur accède à un poste de professeur ou viceversa. Bien qu’il existe une pléthore d’ouvrages sur les défis auxquels sont confrontés les nouveaux venus dans le monde universitaire, on connaît moins l’expériencevécue parceux qui passent du statut d’administrateur à celui de professeur. On pourrait penser que la transition est simple, mais nos propres expériences suggèrent le contraire. Cette étude explore les expériences de transition de sept administrateurs de l’enseignement supérieur canadien vers des postes de professeurs. Les participants ont rapporté des expériences et des points de vue communs sur les différences entre les rôles, qui sont toutesexacerbées par la méfiance entre les deux parties. Les résultats permettent de mieux comprendre les nuances et les idéesfausses entretenues par les deux parties et proposent des domaines où approfondir les recherches.  \nMots-clés : transition, corps professoral, administration supérieure, enseignement supérieur  \nIntroduction  \nCrossing overto the dark side is a popular culture reference popularized by the film Star Wars to reference someone’s decision to leave the supposed “good, pure, and honest”side to go to its “bad, evil, and suspicious” side. Stars Wars is recognized for transcending race, gender, ethnicity, and space. Reference to this common phrase serves to open dialogue that seeks to understand two sides from a place of in-  \nclusion and questioning. Within higher education this idiom is used by both administrators moving into a faculty position and vice versa (e.g., Bess & Dee, 2014; Glick, 2006; Palm, 2016; Payne, 2016; Reed, 2015; Sale, 2013; Willis, 2010) . We started our careers in various student affairs administrative roles, eventually being drawn into tenure-track faculty positions to work more directly with students. We remember clearly telling our respective leaders that we were resigning  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 52:3 (2023)   \nfrom our administrative positions to become faculty members and being surprised when met with comments about moving to “the dark side” or doing our careers backwards. This never occurred to us, nor did we think of the other side as “the dark side.”  \nHow different could it be?“The dark side” seemed an overly dramatic way to describe the perceived silos within higher education. As student affairs leaders we were accustomed to working collaboratively with faculty, staff, and students, and we took comfort in believing our work experiences","cbCaia27eLzoVmKV","https://ap.wps.com/l/cbCaia27eLzoVmKV","pdf",144751,11,"English","# Abstract\n## Keywords\n# Introduction\n## Literature Review","[{\"question\":\"What does the study examine regarding administrators moving into faculty roles?\",\"answer\":\"It explores the transition experiences of seven Canadian higher education administrators who moved into faculty positions, focusing on how they experience and interpret the change.\"},{\"question\":\"How does distrust affect the administrators-to-faculty transition?\",\"answer\":\"The study reports that role differences are exacerbated by distrust between the two sides—senior administration and faculty.\"},{\"question\":\"What do the findings contribute to understanding the transition?\",\"answer\":\"The results provide insight into nuances and misconceptions held by both parties and indicate areas where further research is needed.\"}]","How Dark Is It? From Administration to Faculty | PDF",1792084162,28]