Running

head: CAREER TRAJECTORY

Career Trajectory Paper

Amanda D. Seals
Georgia Southern University
EDLD 7430-01F: American Higher Education

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Career Trajectory

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Career Trajectory Paper
When reading over the criteria for this assignment, I must admit I first cringed. At 40
years-old, I find myself still asking the age-old question, what do you want do to when you
grow up? Ironically, I am not alone. I am not sure if it is a generational commonality or if it is
due to the nature of my current job generally. However, the assignment has made me dig deep
and examine where I am in my current profession as well as where I would like to be in the
future. My career in higher education started in December 2007. Honestly, I never dreamt that I
still would be working for the University System seven years later. My background is in media
communication and the political world. In 2007 if you had asked me where I would be
professionally in 2014, I am almost certain my reply would imply that I would return to politics.
My faith tells me that someone else had other plans for me, which is why I am still where I am
today.
Influences
During my last quarter of undergraduate work, I lacked one minor course and an
internship credit in order to graduate. My journalism professor and advisor at the time presented
me with an opportunity to go on a job interview for a position as a political reporter at the state
capitol. He said if I got the job, he would tailor it to fit the requirements needed for my
internship. I expressed to him how much I despised politics to which he questioned me as to if I
wanted to graduate or not. Reluctantly, I went on the job interview and was awarded the job. As
they say, the rest is history.
I fell in love with the process under the Gold Dome and enjoyed covering the assembly.
It was a fascinating microcosm in Georgia civics that no coursework had ever prepared me for
prior. Shortly after the session ended, so did my position with the paper that had hired me, as it

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was acquired by a larger publication. Being the one member on staff with the least seniority, I
was laid off. A few months later, I was hired by the Governors press office and my journalism
career ended while my public relations career geared up. From there at a young age, I was
tapped as the director of several press offices in the executive and legislative branch. Through
these relationships, I eventually became chief of staff to the Senate Minority Leader who soon
became the Senate President Pro Tempore. Extensive connections with the elected body and the
lobbying corps were forged during the five years I served in this position. I had met my current
supervisor when I first came to state government, but it was in this position that I truly got to
know him and interact with him. After I left the Senate for another communications position, he
and I kept in touch, and this is when I first felt led to explore a career with the University System
Office (USO). At first it appeared there would be an opportunity on a campus. From there, it
turned into a rare chance to move into the System Office and work directly for the Chancellor
and the Board of Regents as their director of government relations.
As my tenure with the USO moved into governance under the new Chancellor, he
expressed an interest in nominating me for a USO leadership program. One of the requirements
for admittance into this cohort was a masters degree something I did not have. When he
learned that I could not be nominated, he came to me and encouraged me to work on a masters
degree. For years I considered going back to college but work demands in my previous jobs,
motherhood prevented me from doing so, With this nudge from the Chancellor coupled with the
USO tuition assistance program (TAP), I felt like God was trying to tell me the time had finally
come to pursue a graduate level degree. I debated with myself on what to study. Just as I was
leaning toward a masters in communication, a colleague pointed me toward the masters of
Higher Education Administration Degree at Georgia Southern. After reviewing the course work,

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I decided this would be a good fit for me as a working mother with a demanding home and work
schedule.
Goals
Short-term Goals
First and foremost, my short-term goal is to complete my graduate degree.
Unfortunately, due to the demands of both my career and my home life, it is not possible for me
to take a full load every semester. During the legislative session that typically lasts from January
through late March or early April, it is nearly impossible to take spring semester coursework.
The one time I attempted to do so, I had to drop my class, which hindered my participation under
TAP the following summer semester. Due to this mishap on my part, graduation will be delayed
even longer. However, the upside to taking the courses in the Higher Education Administration
graduate program has been a great compliment to my current work. Understanding the history of
higher education as well as studying higher education policy and law has been a tremendous
benefit.
As I continue in my current line of work and chipping away at my graduate degree
requirements, I remain actively engaged in the annual Higher Education Government Relations
Conference (HEGRC). I started attending this conference three years ago and find it to be
extremely beneficial. Hosted by the American Association of Community Colleges (AACC),
American Association of State Colleges and Universities (AASCU), Association of Public and
Land-Grant Universities (APLU) and the Council for Advancement and Support of Education
(CASE), the HEGRC is an excellent opportunity to network with counterparts from across the
nation while discussing the issues that impact us all in higher education advocacy. The contacts
that I have made at the institutional level and the staff of AACC, AASCU, APLU and CASE are

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invaluable and already have proven most useful during the legislative sessions. Being able to
pick up phone and contact your counterpart in Alaska, California or Texas and actually know
who they are is priceless.
Other national groups that I have participated in over the years are the National
Conference of State Legislatures (NCSL), the American Legislative Exchange Council (ALEC)
and the Southern Legislative Conference (SLC). Members of the Georgia General Assembly are
very active in all three organizations, and the policies that each group studies and endorse often
show up in the form of a piece of legislation making its way through the Georgia legislature
more often than not. According to ALEC, at its upcoming annual meeting there is a proposal on
the table to support model legislation creating Affordable Baccalaureate Degree Act ("ALEC
Education Task Force Members Memorandum, 2014). By attending meetings such as this one, I
am able to stay on top of current legislative issues while being able to brief the USO on the
possible impact in Georgia.
Long-term Goals
Addressing the area of long-term goals is much more difficult task. It is an issue that I
struggle with often and at this time, and I am not 100 percent sure what the timeline for such
goals could be. As I mentioned in my interview presentation earlier this semester, I eventually
would like to work at an institution although I thoroughly enjoy working for the System. I know
that my husband and I have no desire to move while our daughter is in school, therefore, any
position on a campus that is not within reasonable driving distance of Marietta, Georgia would
be off limits until 2025 when she graduates from high school!
If an opportunity were to present itself on at an institution that is appealing, and the
timing is right for me to leave the USO, then I certainly would apply. Most of the jobs in

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Georgia that are attractive to me fall under the category of government relations or external
affairs. By researching job advertisements listed in The Chronicle of Higher Education,
American College Personnel Association (ACPA), HigherEdJobs.com, and Inside Higher Ed,
my current portfolio appears to line up with many of the requirements necessary to become a
Director or a Vice President of Government Relations on a college campus. Most research
institutions or intuitions that offer doctoral degrees have the job classified as a Vice President,
whereas four-year and two-year institutions classify mainly classify job under the title of
Director. In some instances, the individual is classified as a special assistant to the president as
outlined in my interview presentation.
Most of the job listings that currently are active require the candidate to be able
represent the College and develop strong working relationships with business representatives,
community boards, advocacy, and civic groups and local, state, and federal government
officials, and to be able to identify potential strategic partnerships with business, industry, and
non-profit organizations (HigherEdJobs, 2014). In addition, the positions require the ability to
speak in public on behalf of the institution, the capability to develop and implement strategies,
and the skill to be able to collaborate (Inside Higher Ed., 2014). More often than not, the
position is a direct report to the President of the institution.
Job Qualifications for Future Career
A Vice President or Director of Government Relations serves as a liaison for the
institution to multiple constituencies. According to numerous job postings, a bachelors degree
is required, a masters is preferred, and years of experience are a plus. Public speaking and
writing skills are a must, coupled with the ability to juggle many competing personalities and
populations. Those in government relations are responsible for development and

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implementation of strategies and programs to attain public funding goals, and to foster positive
and effective ongoing relationships with elected officials and executive branch leaders
(Government Relations, n.d). There is a very informative article about the profession of higher
education government relations, published in The Chronicle of Higher Education in 2003. Since
the publication of the article, the reporting structure appears to have changed somewhat with
more direct reports to the institution president. However, quotes by those in the field that
Jacobson (2003) interviewed categorized the qualifications for the job well:
You have to be a competitor.
You have a deep respect for state government and higher education.
It's building up relationships over years.
It is all about friend raising.
It takes research and using data to make your case.
It takes patience and diplomacy.
Strengths and Areas Needing Improvement
Unlike institutional careers in student or academic affairs, the qualifications for
government relations and external affairs professionals are not as concrete. Those of us in this
occupation have to be very flexible and adaptable to current events, election cycles and public
perception. In order to be better prepared for a future in this field, it would be beneficial for me
to add more federal relations to my vitae. Even though larger institutions hire consulting firms to
lobby for them in D.C., the ability to network with the congressional delegation and its staff is a
great asset to gain.
Fortunately, I can self-identify many of my strengths, which include: the ability to
cultivate and maintain relationships; strong verbal and written communication skills; aptitude to
collaborate with colleagues and external groups; skills to serve as a media contact; serving as a
policy advisor and as a researcher; and to be fluid and flexible as opportunities and challenges
arise. Another strength is that I know that there is always room for improvement and to learn

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from others, which is something that I am certain happens on a daily basis when working for the
USO.
Professional Development
Every day in the office or at the state capitol is a learning experience. There are so many
facets to higher education that most people do not even realize. Daily, I do my best to stay
abreast of current events in both higher education and globally through a variety of news
services, social media and listservs. Through new media, the possibilities are endless.
Collaboration and Mentoring
First and foremost, I will continue to foster the relationships that I have developed
throughout the University System. During my tenure, I have helped create and maintain a
government relations point of contact network at each institution that mainly communicates
through an e-mail listserv. Along with my supervisor, we attempt to gather the group in person
twice a year outside of the legislative session, to network, share ideas and build upon our
strategies. It also is a good opportunity to get to know one another better. During the legislative
session, the core group meets at least once a week formally to strategize and share knowledge.
I have several mentors in my life. Professionally, I have two that are in the field of
higher education and one that is an executive in economic development. I meet with these
mentors regularly to discuss current events, seek their counsel on my professional life and
network with individuals they deem appropriate. The greatest gift these mentors give to me is
the knowledge that the only stupid question is the one that you do not ask. These individuals are
a great sounding board for me and I do not take a single one for granted. I also have mentors in
my personal life as well regarding volunteer activities. Mentors serve a fantastic purpose and I
am honored to serve as one for several young women as well.

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Professional Organizations and Resources

In addition, I will continue to be active in the HEGRC and its parent organizations. As I
already have mentioned, it is an excellent resource that I benefit from tremendously, and I wish
to continue to build upon those established relationships. Recently, I have found another avenue
for online networking through the Higher Education Management group on LinkedIn (LinkedIn,
2014). Like many professional listservs, this is a way to pose questions to my colleagues and
receive feedback and, read peer articles on higher education management topics, among other
advantages. In addition, daily and weekly updates from listservs produced by AASCU, APLU
and CASE are most informative. Membership in these organizations is not individual but
institutional. I have not been able to find an American counterpart to the Higher Education
External Relations Association (HEERA) located in Great Britain. Perhaps my colleagues and I
can start a new organization on this side of the pond.
Conclusion
Writing this paper has been a helpful exercise for a non-traditional student such as
myself. It has forced me to think critically about the future, which is something I do not often
want to do! I am sure I am not alone in still putting the pieces together mentally and spiritually
regarding my career trajectory. However, as reflected in this paper, I have an idea of what is
necessary to maintain a career in government relations and external affairs while examining the
skills that I can improve upon to make myself an asset to an institution in the future.

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References
ALEC Education Task Force Members Memorandum. (2014, June 25). ALEC. Retrieved June
30, 2014, from http://www.alec.org/wp-content/uploads/ED-35-day-AM-2014.pdf
Director of Government and Community Relations. (n.d.). Inside Higher Ed. Retrieved June 29,
2014, from http://careers.insidehighered.com/north-carolina-central-university/directorgovernment-and-community-relations/jobs/578841
Government Relations. (n.d.). About the Division of Development and Alumni Relations.
Retrieved July 7, 2014, from
https://dar.uga.edu/index.php/the_office_of_government_relations
Government Relations and External Affairs Director - President's Office. (n.d.). - HigherEdJobs.
Retrieved June 29, 2014, from
http://www.higheredjobs.com/search/details.cfm?Jobcode=175909843&aID=1659&prin
t=yes
Jacobson, J. (2003, April 17). Careers in Government Relations. The Chronicle of Higher
Education. Retrieved June 29, 2014, from http://chronicle.com/article/Careers-inGovernment/45147
LinkedIn. (n.d.). Higher Education Management. Retrieved July 1, 2014, from
https://www.linkedin.com/groups?home=&gid=129709&trk=anet_ug_hm
Special Assistant to the President for Constituent & Government Relations. (n.d.).
HigherEdJobs.com. Retrieved June 29, 2014, from
http://www.higheredjobs.com/search/details.cfm?Jobcode=175920379&aID=&print=yes
Vice President. (n.d.). Inside Higher Ed.. Retrieved June 29, 2014, from
http://careers.insidehighered.com/columbus-state-community-college/vicepresident/jobs/555915

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Welcome to HEERA, higher education external relations association. (n.d.). HEERA. Retrieved
July 8, 2014, from http://www.heera.ac.uk