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LPDs usually coordinate all levels of instruction of undergraduate [[language program]]s, as well as develop policy related to program administration<ref>Rawley, L. A. (1997). The language program administrator and policy formation at institutions of higher learning. In M. A. Christison & F. L. Stoller (Eds.), ''A handbook for language program administrators'' (pp. 91-104). Burlingame, CA: Alta Book Center Publishers.</ref>. They are also responsible for marketing<ref name=":0">Eaton, S. E. (2017). Perceptions of ESL program management in Canadian higher education: A qualitative case study. ''International Journal of Learning, Teaching and Educational Research, 16''(9), 13-28. Retrieved from <nowiki>http://ijlter.org/index.php/ijlter/article/view/980/pdf</nowiki> [[doi:https://doi.org/10.26803/ijlter.16.9.2]]</ref><ref>Miller, B. D. (1997). Marketing principles for the language program administrator. In M. A. Christison & F. L. Stoller (Eds.), ''A handbook for language program administrators'' (pp. 308-312). Burlingame, CA: Alta Book Center Publishers.</ref>, student recruitment, human resources and budgetary matters<ref>Staczek, J. J. (1997). The language program budget: Financial planning and management of resources. In M. A. Christison & F. L. Stoller (Eds.), ''A handbook for language program administrators'' (pp. 219-234). Burlingame, CA: Alta Book Center Publishers.</ref>. Unlike administrators of other academic units, language program directors are often mandated to generate significant revenue for the institutions they work for<ref name=":0" /><ref>Eskey, D. E. (1997). The IEP as a nontraditional entity. In M. A. Christison & F. L. Stoller (Eds.), ''A handbook for language program administrators'' (pp. 21-30). Burlingame, CA: Alta Book Center Publishers.</ref>.
Most LPDs are not on a [[tenure]]-track because traditionally [[linguistics|linguistic studies]] have been considered by Departments of Foreign Languages and Literatures as less important than [[literary studies]]. According to a recent MLA report,<ref>[http://www.mla.org/flreport Report from the MLA Ad Hoc Committee on Foreign Languages<!-- Bot generated title -->]</ref> this is a trend that should be reversed. In the past LPD positions were generally filled by people - usually women - with degrees in literature and no training in [[second language acquisition]] or [[applied linguistics]]. This has resulted in a lack of innovation in US language programs. Recently, however, more and more universities are looking for new program directors with specific training in applied linguistics.,<ref>[http://web2.adfl.org/adfl/bulletin/v30n1/301052.htm Surviving the Leap from Graduate Student to Language Program Director: Issues, Challenges, Rewards<!-- Bot generated title -->] {{webarchive|url=https://web.archive.org/web/20090108190058/http://web2.adfl.org/adfl/bulletin/v30n1/301052.htm |date=2009-01-08 }}</ref> and are offering their LPDs tenure-track positions. A useful source of information for LPDs is the [[http://www.aausc.org|American Association of University Supervisors and Coordinators (AAUSC)]] <ref>[http://www.aausc.org AAUSC<!-- Bot generated title -->]</ref>
== Sources ==
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