Campus-based community college leadership development programs: Effective leadership competencies as perceived by graduates.

Format:

Book

Thesis/Dissertation

Author/Creator:

Focht, Jeffrey William.

Contributor:

University of Pennsylvania.

Language:

English

Subjects (All):

Education, Higher.

Educational leadership.

Community colleges--Research.

Community colleges.

0275.

0449.

0745.

Local Subjects:

0275.

0449.

0745.

Physical Description:

188 pages

Contained In:

Dissertation Abstracts International 71-10A.

System Details:

Mode of access: World Wide Web.

text file

Summary:

Due to the immense growth of community colleges since the 1960s and particularly over the last decade, a leadership gap now exists as presidents, provosts, and deans retire in record numbers. This diminished leadership pipeline can be attributed to two main factors: the obvious increase in retirement of senior executives completing their academic careers and a subsequent decrease of qualified successors capable of handling the expanding and diverse complexities associated with present-day community college leadership. While positions become available, the likelihood of finding willing and capable executive leaders is dwindling. Some leaders have acquired experience by moving through the ranks of the higher education system, enabling them to be effective leaders at each successive level. Others have participated in either doctoral programs specific to community colleges or other external professional development programs, thus fortifying them with a viable leadership repertoire.

Recent efforts to counteract this leadership gap, however, are the creation of campus-based leadership development programs at community colleges to literally assist administrators in "growing your own" leaders. A corollary intent is to fortify a new leadership pipeline within the two-year system. These "academies" or "institutes" are committed to honing leadership expertise, providing comprehensive knowledge of an institution or system, and fostering a breadth of understanding of the community college sector.

This study is a qualitative analysis comparing three campus-based leadership development programs and their impact on leadership capacity as perceived by program graduates. What components of a community college leadership academy contribute most to both an understanding and practice of leadership? After completing a campus-based leadership program, how do graduates now define leadership and what do they identify as the most effective competencies for a community college leader? For those developing or improving community college leadership programs, what thematic components are most critical to optimize an understanding and practice of leadership? This research provides comprehensive interviews with program graduates to supply valuable interpretations and data collection on the best practices of campus-based community college leadership programs.

Notes:

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3513.

Adviser: J. Matthew Hartley.

Thesis (Ed.D.)--University of Pennsylvania, 2010.

Local Notes:

School code: 0175.

ISBN:

9781124217260

Access Restriction:

Restricted for use by site license.