Preparing Community College Leaders: The AACC Core Competencies for Effective Leadership &amp; Doctoral Education

McNair, Delores E.

doi:10.1080/10668920903388206

Cited by 22 publications

(20 citation statements)

References 7 publications

(17 reference statements)

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“…While most participants rated the AACC competencies as very important or important in their roles as community college leaders, the majority did not consider doctoral study the best method for acquiring or developing any of the competencies except organizational strategy (McNair, 2010). Participants did indicate that all of the competencies could be developed through doctoral study and ranked organizational strategy, resource management, and communication most highly both as areas which could be developed through doctoral studies and which are most important for a doctoral program to address (McNair, 2010).…”

Section: Research On Aacc Competenciesmentioning

confidence: 91%

The AACC Competencies and the PhD Completion Project: Practical Implications

Sinady

Floyd

Mulder

2009

Community College Journal of Research and Practice

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The American Association of Community Colleges (AACC) has identified a set of six competencies essential to effective community college leadership. Studies have been conducted to test the validity and usefulness of these competencies in such ways as by surveying community college professionals and to examine the effectiveness of graduate programs in preparing students to become community colleges leaders by incorporating some or all of the competencies. The Council of Graduate Schools (CGS) has conducted a seven-year project to address issues surrounding PhD completion and attrition, called the PhD completion project. This project found six institutional and program characteristics that are key factors in determining whether a particular student is likely to complete a PhD program. This paper seeks to review the AACC competencies for community college leaders and the PhD completion project and examine the practical implications of both studies.

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Section: Research On Aacc Competenciesmentioning

confidence: 91%

The AACC Competencies and the PhD Completion Project: Practical Implications

Sinady

Floyd

Mulder

2009

Community College Journal of Research and Practice

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“…Other research on the AACC competencies found rural leaders needing more development in resource development and organizational strategy (Eddy, 2013). The clear emerging pattern is that the competencies are important for leadership, but that leaders do not feel fully prepared in each of the competency arenas when they reach top-level leadership positions (McNair, 2010). Understanding more about leadership development is key for the future, and how leaders gain skills in leadership matters (Fulton-Calkins, & Milling, 2005).…”

Section: Competencies Fit and Succession Planningmentioning

confidence: 99%

“…The second edition competencies included organizational strategy; institutional finance, research, fundraising, and resource management; communication; collaboration; and community college advocacy (AACC, 2013). These competencies reflect the changing environment and a change in leadership from being primarily internally focused to now becoming more externally oriented and responsive to external demands (McNair, 2010).…”

Section: Background On Leadership Development Literaturementioning

confidence: 99%

Preparing Community College Leaders to Meet Tomorrow's Challenges

Eddy

Mitchell

2017

JSPTE

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Aim/Purpose: This article reviews the leadership development literature and posits that a learning centered approach will best support the development of community college leaders. But, it is important to recognize that community colleges have differing needs due to size, location, and the communities they serve. Background: American community colleges have received a great deal of attention over the last decade as institutions poised to contribute to the education of the workforce and to increase the number of citizens who possess a certificate or degree. Concurrently, community colleges also received attention due to the warnings about a pending presidential leadership crisis in the sector. As more and more sitting leaders retire, the demands of the job increase, and fewer individuals seek out top-level leadership positions, it is important to address how to develop community college leaders. Contribution: The review of leadership development literature provides the backdrop for creating new programs to develop community college leaders. A multi-faceted approach is required in which succession planning occurs, graduate programs are revamped, and both individuals and organizations engage in the development of community college leaders. Findings: It is important to recognize that community colleges have differing needs due to size, location, and the communities they serve. Graduate doctoral programs targeting community college leadership and national training programs can help prepare leaders, but they need curricular and program alignment targeting development of authentic leadership and ways to bridge theory with practice. Establishing succession planning can build a robust leadership pipeline that supports networked leadership and nurtures contextual competencies. Impact on Society: Understanding better how to prepare leaders to face the challenges now facing community colleges requires questioning current practices and building different leadership development programs.

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“…College leaders are challenged to meet new demands and department chairs, in particular, face growing pressure (cf. Cook 2012, Culbert andShaw 2014;Gonzalez 2010;Luna 2012;McNair 2010;Morris 2012;O'Connor 2014). The focus of this project is department chair leadership at Langara College, in Vancouver, British Columbia.…”

Section: Executive Summarymentioning

confidence: 99%

“…For institutions to remain viable, academic leaders are under pressure to adapt to this evolving environment (cf. Cook 2012, Culbert andShaw 2014;Gonzalez 2010;Luna 2012;McNair 2010;Morris 2012;O'Connor 2014). Effective academic leadership, in these circumstances, is in high demand.…”

Section: Introductionmentioning

confidence: 99%

Transitioning into leadership: from faculty member to department chair

Hayashi¹

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A single case study with embedded units (Yin 2014) was selected as the most appropriate methodology, given scope and aim of the project. Qualitative, semistructured interviews were conducted with six department chairs and one academic dean. Participants were selected through stratified, purposeful sampling 2 (Patton 1990) to ensure a specific range of interviewees. Framework analysis was utilized: interview data was organized thematically for analysis and display.The literature review focused on trends in leadership theory, leadership development, and leadership issues specific to department chairs. Three key themes emerged from this review: 1) role, responsibilities and competencies; 2)context; 3) and, transition into leadership. The three research questions above were addressed through discussion and analysis of the research results, within the context of these three themes. Role Responsibilities and CompetenciesResearch revealed that analysis of both responsibilities and competencies provides a balanced understanding of the department chair role: key responsibilities differentiate each chair's position, while consistency in key competencies unifies the roles. ContextThe importance of the context in which leadership takes place (Berdrow 2010;Day and Antonakis 2012) was revealed in the literature review. Shared governance provides a College-wide organizational and cultural context and, within this, each department has its own set of contextual factors.3 Transition into LeadershipThe transition into leadership process was analyzed in three phases: background, preparation, and training and development. Research results highlighted needs and gaps. RecommendationsRecommendations arose from the research analysis and results, indicating a need for:1) a comprehensive job analysis encompassing the unique role, responsibilities and competencies of the job, within the framework of the department and the College as a whole;2) leadership development programming that includes dealing with ambiguity;3) distributed leadership initiatives implemented within and across departments; 4) the assistant chair role formalized as a mechanism for preparation, training and leadership development; 5) a formal orientation for new department chairs; 6) further and more indepth research to determine optimal training methods; 7) a more systematic mentorship system structured around group learning; and, 8) a comprehensive development framework that encompasses all recommendations.4 Operating at the centre of the institution and serving all of its key constituents: students, faculty, senior administration, alumni, administrative and student support staff, community and professional associations, the academic department chair is one of the most crucial and complex academic leadership roles in this time of change (Gmelch and Miskin 2010). Despite its significance, the department chair role is often under supported by the institution, and individuals who assume this Table 1 below. From these conclusions, six recommendations emerged (see Table ...

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Preparing Community College Leaders: The AACC Core Competencies for Effective Leadership & Doctoral Education

Cited by 22 publications

References 7 publications

The AACC Competencies and the PhD Completion Project: Practical Implications

The AACC Competencies and the PhD Completion Project: Practical Implications

Preparing Community College Leaders to Meet Tomorrow's Challenges

Transitioning into leadership: from faculty member to department chair

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