Education Is a Marathon
Not a Sprint

Written by Marissa Poulson

Sheila Thomas (Ed.D., Higher Education Leadership, candidate) has nearly 30 years of experience in higher education, working at both public and private institutions. During her career, she has been able to combine her passion for education with her interest in professional development.

Sheila Thomas (Ed.D., Higher Education Leadership, candidate)

“My area of expertise is continuing education,” explains Thomas. “My current position [is] State University Dean of Extended Education at the California State University Chancellor's Office. I am responsible for facilitating workforce development, strategic communication, policy review [plus] advocating for extended and continuing education.”

While many academic administrators get their start in the classroom, and move through faculty ranks to dean and provost, Thomas, who earned her B.A. in Communications from Azusa Pacific University and her M.A. in Humanities from Cal State Dominquez Hills, never had a real interest in teaching.

“I think teaching and administration are both rewarding careers,” admits Thomas. “But for me, I like helping people. I think of my office as 'information central' and my staff and I do our best to answer questions and provide information.”

Educational conversations today often center on how higher education institutions are preparing students for the workforce, and Thomas' office is at the forefront of facilitating solutions.

“I enjoy interacting with the workforce development community in the field and building… valuable partnerships,” she says.

“I have worked with many faculty who have moved into administration (often) by serving as department chairs or (after being) asked to fill a position.”

“I have [also] made professional development for emerging leaders a priority,” adds Thomas, who serves on state and national boards and is active in professional associations, including the University Professional and Continuing Education Association, Association of Continuing Higher Education, American Association for Adult and Continuing Education, and the National Professional Science Masters Association.

When it came to her own professional development and earning that coveted doctorate, Thomas relied on her experience working for an array of higher education institutions, including her current role at one of the largest university systems in the country. Her calculated approach to finding the right school included the necessary combination of quality, flexibility and affordability.

“Having worked in higher education my entire career, I know the importance of regional accreditation,” states Thomas. “I also needed a program that was online and had flexible scheduling, and that I could pay for every month without needing student loans.”

Thomas began her journey at NCU in 2007 when she enrolled part-time. While her progress has been slow and steady, she's thrilled to have made it to the dissertation stage.

“I enjoy interacting with the workforce development community in the field and building…valuable partnerships.”

“My dissertation is entitled Defining a Successful Leadership Pathway: Women in the Academy and the Role of Institutional Support," shares Thomas. “I'm really enjoying my research and I love the fact that my program fits well with my current position and career goals. I can use the information and my research immediately in my job.”

So what would be her advice to students when it comes to staying engaged and motivated in a program (or extensive project like a dissertation) over a long period of time?

“I learned early on that pursing a doctorate is a marathon not a sprint. There are stops and starts along the way, and sometimes you feel you are taking steps backward. I have tried to keep my goal firmly in mind and visualize that diploma hanging over my desk,” explains Thomas. “And…have a plan for your education. If you are in a doctoral program, choose a dissertation topic that you are passionate about and can sustain your interest [in],” she adds.