Background Factors Common among Outstanding Community College Presidents

Abstract

A survey instrument requesting demographic and background information mailed to a population of 975 presidents of public two-year college elicited 718 responses. Based on peer selection, 622 respondents were classified as normative and 96 as outstanding. The authors compare responses from both groups, create a profile of an outstanding president, and discuss recommendations for practice and future research in light of that profile.

Leading from the middle: Preparing leaders for new roles

“…To fill the pipeline, the authors suggest development of Stepping Stones for Middle Managers. Because nearly 90 percent of future community college leaders will come from within (McFarlin, Crittenden, and Ebbers, 1997) it is imperative that some steps be taken for aspiring administrators. The proposed stepping stones are engaging, planning, credentialing, and emulating.…”

“…McFarlin, Crittenden, and Ebbers (1997) found that those presidents who study in focused community college leadership academic programs are more likely to be highly recognized leaders (McFarlin, Crittenden, and Ebbers, 1997).…”

Leadership in education: Effective U.K. college principals

“…Previous researchers have asserted that college presidents play a major role in the success of educational institutions (McFarlin, Crittenden, and Ebbers, 1999;Sammons, Hillman, and Mortimore, 1995). Various personal and demographic characteristics have been identified that contribute to the success of academic administrators (McFarlin and Ebbers, 1998;Hankin, 1993;Fisher, 1988;Bowles, 1979;McMillen, 1986).…”

“…Various personal and demographic characteristics have been identified that contribute to the success of academic administrators (McFarlin and Ebbers, 1998;Hankin, 1993;Fisher, 1988;Bowles, 1979;McMillen, 1986). For example, McFarlin, Crittenden, and Ebbers (1999), based on a comprehensive survey of U.S. community college presidents, found that knowledge of technology, leadership training, previous career position, and educational level were associated with outstanding community college presidents. Another study (McFarlin and Ebbers, 1998) found evidence to suggest a relationship between academic accomplishments and skills (for example, completion of a terminal degree, scholarly publishing, study of college leadership, peer networks, and knowledge of technology) and the success of community college presidents.…”

“…With the increasing challenges and complexity of the academic environment, college leaders are looking to develop personal characteristics, such as managerial skills, that might help them be more effective (McFarlin, Crittenden, and Ebbers, 1999;Lewis, 1989;Grossman, 1992). Furthermore, several researchers have argued that academic institutions are beginning to resemble traditional organizations (Lappas, 1997;Grossman, 1992;Lewis, 1989) and that college leaders are increasingly required to demonstrate accountability for results (Lumby and Tomlinson, 2000; SALA McFarlin, Crittenden, and Ebbers, 1999;Fisher and Tack 1990;Lewis, 1989). Among other things, academic leaders struggle with enrollment, attrition rates, and increased costs (Grossman, 1992).…”