The Lived Experience Of A Community College Grow Your Own Leadership Development Program From The Perspective Of Program Graduates
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| Author | : Shawna J. Forbes |
| Publisher | : |
| Total Pages | : 146 |
| Release | : 2019 |
| Genre | : Community colleges |
| ISBN | : |
This study investigated the shared, lived experience of graduates participating in a Grow-Your-Own (GYO) leadership development program at a comprehensive community college with several campuses and educational centers. There is a noted, growing shortage of talented community college leaders needed to address the complex challenges faced by community colleges across the country. This leadership shortage is attributed to an increased number of retirements among community college leaders and a lack of community college leadership development through either university doctoral programs or national professional associations. With GYOs identified as the preferred method of developing emerging community college leaders, it is important to understand the lived experience of participants in GYO programs. The study used an inductive approach to gain a deeper understanding of the phenomenon. From data analysis, three themes emerged to describe the shared lived experience of GYO program participants, including: (a) the value of connectedness, which participants expressed as "being a part of"; (b) understanding how leaders should be developed; and, (c) how participants perceived the impact of their leadership role on college processes, students, and subordinates. At the very center of the phenomenon under study was the essence--connections--which guided policy and practice recommendations. This essence of connections was explored through participants' connection to: (a) colleagues, college leaders, and the institution; (b) the GYO program and how participants perceived and connected to their personal development; and, (c) participants' ability to impact others within the institution. Concluding the study, two inferences were suggested: (a) GYO program structure may assume recruiting participants with a requisite level of confidence needed to lead within the community college; and, (b) an individual's perception of leadership considers a leaders' ability to move projects through the college's internal system. Recommendations for practice include the development of programming dedicated to leaders with more than 10 years of leadership experience and the integration of programming to develop, cultivate, and maintain relationships into the GYO curriculum. Policy recommendations included the development of degree programs or coursework on community college leadership at the university level and implementation of community college GYO programs to address the leadership gap.
| Author | : Michael T. Miller |
| Publisher | : IAP |
| Total Pages | : 212 |
| Release | : 2007-09-01 |
| Genre | : Education |
| ISBN | : 1607527413 |
Higher Education is a vibrant, changing field of study. With roots in multiple disciplines, these degree programs prepare the administrators, faculty, and policy makers who direct the current and future higher education enterprise. At a time when higher education is changing rapidly, these programs are poised to frame the future of an educated society. This book examines all aspects of how Higher Education programs operate - from their marketing, focus on student affairs and community colleges, the emergence of online programs and core curricula. Authors from a broad and diverse spectrum of institutions map the current setting of Higher Education programs with an eye on future directions for their livelihood and survival.
| Author | : Bianca R. Leon |
| Publisher | : |
| Total Pages | : 164 |
| Release | : 2016 |
| Genre | : Education, Higher |
| ISBN | : 9781339776552 |
Abstract: The purpose of this study is to examine a community college district Grow Your Own (GYO) leadership program in the Western United States, the Multi College Leadership Development Institute (MCLDI). The MCLDI was developed in-house for a multi-campus community college district and offered to interested employees at all position levels with the intent to provide them the opportunity to develop and enhance their leadership skills and abilities. While most leadership development literature has focused on the presidential role or other senior level positions, the aim of MCLDI is to support leadership development in general; not just for senior level positions, but for mid-level management and academic position leadership as well. This study gathered the perspectives of all those involved, from the leaders who created the program and their experience in doing so, to the program participants and graduates. Providing the different perspectives allows for other campuses to draw from the benefits and challenges that are shared in creating their own program or for comparison to programs that already exist. A qualitative case study approach was utilized to investigate MCLDI and its development, implementation, and the benefits and challenges experienced by the coordinators and participants. Three themes were identified from analyzing across data sources. Building organizational capacity, developing human capital, and program structure emerged throughout the data collected from interviews, observations, and document analysis and were reflected in the findings for each of the research questions.
| Author | : Charles Lloyd |
| Publisher | : LAP Lambert Academic Publishing |
| Total Pages | : 132 |
| Release | : 2013 |
| Genre | : |
| ISBN | : 9783659458347 |
Through the analysis of qualitative data, this interpretative phenomenological study investigated the lived experiences of community college students to gain an understanding of how they perceived their participation in leadership training. The research draws on the data gathered from in-depth interviews with three community college students attending a public institution in the northeastern United States. Utilizing student development theory as a theoretical framework, this study provided rich descriptions of the participants' experiences following leadership training and the sense they constructed from their experiences. The emergent themes produced by this study included (1) sense of belonging and positive relationships, (2) increased selfconfidence, (3) increased self-awareness and self-monitoring, (4) understanding of personal identity, and (5) willingness to take initiative. This study served as a step to further understand the community college demographic participating in leadership training as there is an inherent lack of empirical literature in this realm.
| Author | : Susan Tobia |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 178 |
| Release | : 2018-04-25 |
| Genre | : Education |
| ISBN | : 1475839588 |
Community colleges are facing a leadership crisis spurred by the retirements of baby boomers from leadership positions at all levels. There is a critical need to prepare leaders to deal with 21st century challenges, such as dramatically improving student outcomes, tackling funding issues, and addressing college affordability. There is also growing recognition that having internal candidates prepared to take on leadership roles may lead to a smoother leadership transition. Up and Running: Starting and Growing a Leadership Program at a Community College by Susan J. Tobia and Judith L. Gay is a roadmap for creating a leadership program to meet the needs of colleges as well as the professional interests of employees. Drs. Tobia and Gay share the basics of starting a program including the application and selection processes, budget, and program format, as well as areas including team building, thinking styles, decision making, conflict resolution, and diversity/inclusion. An extensive set of templates, examples, and key suggestions make it easy to customize a program to meet the needs of any institution.
| Author | : Management Association, Information Resources |
| Publisher | : IGI Global |
| Total Pages | : 1673 |
| Release | : 2020-11-27 |
| Genre | : Education |
| ISBN | : 1799877507 |
The issue of social justice has been brought to the forefront of society within recent years, and educational institutions have become an integral part of this critical conversation. Classroom settings are expected to take part in the promotion of inclusive practices and the development of culturally proficient environments that provide equal and effective education for all students regardless of race, gender, socio-economic status, and disability, as well as from all walks of life. The scope of these practices finds itself rooted in curriculum, teacher preparation, teaching practices, and pedagogy in all educational environments. Diversity within school administrations, teachers, and students has led to the need for socially just practices to become the norm for the progression and advancement of education worldwide. In a modern society that is fighting for the equal treatment of all individuals, the classroom must be a topic of discussion as it stands as a root of the problem and can be a major step in the right direction moving forward. Research Anthology on Instilling Social Justice in the Classroom is a comprehensive reference source that provides an overview of social justice and its role in education ranging from concepts and theories for inclusivity, tools, and technologies for teaching diverse students, and the implications of having culturally competent and diverse classrooms. The chapters dive deeper into the curriculum choices, teaching theories, and student experience as teachers strive to instill social justice learning methods within their classrooms. These topics span a wide range of subjects from STEM to language arts, and within all types of climates: PK-12, higher education, online or in-person instruction, and classrooms across the globe. This book is ideal for in-service and preservice teachers, administrators, social justice researchers, practitioners, stakeholders, researchers, academicians, and students interested in how social justice is currently being implemented in all aspects of education.
| Author | : Keith L. Kirkland |
| Publisher | : |
| Total Pages | : 265 |
| Release | : 2016 |
| Genre | : Community college administrators |
| ISBN | : |
| Author | : Pamela L. Eddy |
| Publisher | : Taylor & Francis |
| Total Pages | : 208 |
| Release | : 2023-07-03 |
| Genre | : Education |
| ISBN | : 1000979997 |
Two-year colleges are facing major change. The majority will undergo a turnover in college presidencies in the next ten years, at a time when they are being asked to be engines for economic growth, enable more students – and a greater diversity of students – to gain 21st century qualifications, and provide a pathway to higher degrees, all with reduced state and local funding. Recognizing that future community college leaders – at all levels– will manage increasingly complex organizations, and face very different challenges than their predecessors, this book provides a multidimensional model of leadership suited to these new demands and environments. The model addresses issues of leader cognition, race and gender, the importance of culture, and the need for more collaborative modes of communication and decision making to frame and implement change. It recognizes that there is no longer any one way to lead, and that the next generation of leaders will be more diverse, possess experience and qualifications from a wider variety of careers, and follow new pathways to their positions. Leaders in the future will possess a cultural competency that is fostered by being lifelong learners.Through over 75 individual interviews with leaders and campus members, Eddy is able to provide examples of the model’s components in practice and to illuminate which experiences proved the most relevant for these leaders on their route to upper administration. She shows how her model intersects with the leadership competencies defined by the American Association of Community Colleges, and proposes strategies for future leadership development. This book is intended for anyone considering a leadership position, at any level, in a community college; for college administrators and boards responsible for leadership development programs; and for individuals in corresponding organizations who conduct training programs for aspiring leaders. Likewise, those employed at four-year universities may find value in the model as a developmental tool.
| Author | : Chad Hoggan |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2019 |
| Genre | : Education |
| ISBN | : 9781682534045 |
Transformational Learning in Community Colleges details the profound social and emotional change that nontraditional and historically underserved students undergo when they enter community college. Drawing on case study material and student observations, the book outlines the systematic supports that two-year institutions must put in place to help students achieve their educational and professional goals. The book offers guidance on how a renewed focus on student transformational learning can complement the skills curriculum, accelerate current reforms, and help lead to higher student success rates. "Chad Hoggan and Bill Browning have produced an excellent guide for assuring greater levels of success at the place community colleges and students meet at scale everyday: the classroom. It will provide community college academic leaders and faculty alike with a guide that will significantly improve student success in the classroom. This book is both timely and relevant as the classroom becomes the next frontier for community college reformation." --Kenneth L. Ender, professor of practice, The Belk Center for Community College Leadership and Research, and president emeritus, William Rainey Harper College "Transformational Learning in Community Colleges makes a meaningful contribution to the literature on student success by addressing pressing challenges such as the need for coordinated efforts at the program level. Intended for practitioners in community colleges and career pathways training programs, this book focuses on the changes students experience in college and provides helpful real-life examples, case studies, and applied strategies for readers to use." --Meredith Archer Hatch, senior associate director for Workforce and Academic Alignment, Achieving the Dream Chad D. Hoggan is an associate professor of Adult, Workforce, and Continuing Professional Education in the Department of Educational Leadership, Policy, and Human Development at North Carolina State University. Bill Browning is an independent consultant with a thirty-year career combining management roles in corporate training, a community-based nonprofit, community college, and workforce development policy and leadership training. Robert G. Templin, Jr. is professor of the practice at the Belk Center for Community College Leadership and Research at North Carolina State University and senior fellow of the College Excellence Program at The Aspen Institute.
| Author | : Jeffrey William Focht |
| Publisher | : |
| Total Pages | : 188 |
| Release | : 2010 |
| Genre | : Community college administrators |
| ISBN | : |
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 campusbased 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.
