Abstract
“Assistant to” positions are common in postsecondary institutions throughout the country. This paper analyzes the role of the “assistant to” at a large, state-supported university. Six discrete types of “assistant to” utilization are discussed. The influence and career paths of “assistants to” are examined in relation to each role type. Despite the opportunity to work near high-level educational executives, “assistants to” exercise relatively little influence on their organizations' important decisions and lack articulated ways of advancing their own careers.
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