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Author: Joshua D. Baker Publisher: ISBN: Category : Community college presidents Languages : en Pages : 144
Book Description
Organizational trust refers to the tendency of individuals or groups within an organization to trust each other. Tschannen-Moran (2004) describes trust as one's "willingness to be vulnerable to another based on the confidence that the other is benevolent, honest, open, reliable, and competent" (p. 17). The purpose of this study was to research the faculty perceptions of actions of community college presidents that increase organizational trust. A single college case study was used for this study. To participate, community colleges had to be in the state of Washington, not be in a district, be at least 20 years old, and be of average size in the state, defined as having between 3,000 and 12,000 full-time enrollments. Also, the president and faculty union representative expressed willingness to support the research and indicated that the institution was an appropriate place to study organizational trust. Informants were required to be tenured faculty members with at least ten years at the college. Informants were recommended by the president, vice-president of academic affairs, and the faculty union representative. Thirteen faculty members were interviewed. Responses were analyzed and seven themes were created. Those themes were autonomy, communication, shared governance, interaction, commitment to excellence, putting people first, and shared vision. Autonomy, communication, commitment to excellence, and putting people first are very similar to those found in the Tschannen-Moran Model. However, shared governance, interaction, and shared vision all had a less direct connection to the model. Each theme consisted of many examples of actions of the president that increased organizational trust.
Author: Joshua D. Baker Publisher: ISBN: Category : Community college presidents Languages : en Pages : 144
Book Description
Organizational trust refers to the tendency of individuals or groups within an organization to trust each other. Tschannen-Moran (2004) describes trust as one's "willingness to be vulnerable to another based on the confidence that the other is benevolent, honest, open, reliable, and competent" (p. 17). The purpose of this study was to research the faculty perceptions of actions of community college presidents that increase organizational trust. A single college case study was used for this study. To participate, community colleges had to be in the state of Washington, not be in a district, be at least 20 years old, and be of average size in the state, defined as having between 3,000 and 12,000 full-time enrollments. Also, the president and faculty union representative expressed willingness to support the research and indicated that the institution was an appropriate place to study organizational trust. Informants were required to be tenured faculty members with at least ten years at the college. Informants were recommended by the president, vice-president of academic affairs, and the faculty union representative. Thirteen faculty members were interviewed. Responses were analyzed and seven themes were created. Those themes were autonomy, communication, shared governance, interaction, commitment to excellence, putting people first, and shared vision. Autonomy, communication, commitment to excellence, and putting people first are very similar to those found in the Tschannen-Moran Model. However, shared governance, interaction, and shared vision all had a less direct connection to the model. Each theme consisted of many examples of actions of the president that increased organizational trust.
Author: Tatyana Batazhan Publisher: ISBN: Category : Community college teachers Languages : en Pages : 186
Book Description
Higher education is faced with ever-increasing challenges, which require fundamental changes in order to ensure its relevance in the future. Business leaders and academic scholars urge organizations to continuously reshape and renew through learning and innovation to assure viability and sustainability. Organizational climate serves as a foundation that can promote or hinder innovation. Consequently, an organizational climate that encourages innovation is paramount to get community colleges through challenging times and ensure their relevance and value in meeting the needs of the 21st century complex society. The purpose of the study was to assess perceptions of full-time faculty members about organizational climate for innovation in community colleges in Oregon and to determine if there is any difference in perceptions based on individual demographic factors or organizational characteristics. The secondary purpose was to gather feedback related to enhancements that community colleges can pursue to improve organizational climate for innovation. A web-based questionnaire was developed using items from other instruments that measured organizational climate for innovation with the constructs of leadership, support for creativity, norms for diversity and risk-taking, continuous development, ownership, and resources. There are 17 community colleges in Oregon; of these, 13 community colleges participated in the study. A total of 219 full-time community college faculty members participated in the study, which was (16%) of the total population of full-time community college faculty in Oregon Quantitative analysis included general description of respondent characteristics and descriptive findings; Cronbach's coefficient alpha to test instrumentation constructs and reliability; confirmatory factor analysis of the instrument confirmed the constructs. Investigation of assumptions related to the inferential analyses and factorial ANOVA was used to test the hypotheses. Qualitative research method was used to analyze qualitative data related to enhancement of an organizational climate for innovation. The study findings revealed that the organizational climate for innovation based on faculty members' perceptions was average and below average on the measurement along six selected constructs. There were no significant differences in responses of faculty based on the demographic factors (age, gender, educational level, area of teaching, experience in the profession, experience at community colleges, and experience at current community college) and an organizational size. Faculty members provided several recommendations on how to enhance an organizational climate for innovation, which were in line with the six constructs, the existing scholarly literature, and best business practices. While the body of research pertinent to organizational climate perceptions, culture, and innovation is growing, limited research is available on the topic of an organizational climate for innovation in post-secondary education. This study encompassed a broader approach of an assessment and information gathering from most of the colleges in one state, the state of Oregon. Therefore, this research is significant as it added to and enriched the existing and growing body of constructed scholarly knowledge. Most importantly, the results of this research provided Oregon community college leaders in administrative positions with an assessment of current organizational climate for innovation based on faculty members' perceptions. Therefore, community college leaders are armed with pivotal information that can assist them in shaping organizations' future directions and set up their colleges for innovation.
Author: George R. Boggs Publisher: John Wiley & Sons ISBN: 1119095158 Category : Education Languages : en Pages : 245
Book Description
Anticipate, manage, and overcome the complex issues facing community colleges Practical Leadership in Community Colleges offers a path forward through the challenges community colleges face every day. Through field observations, reports, news coverage, and interviews with leaders and policy makers, this book digs deep into the issues confronting college leaders and provides clear direction for managing through the storm. With close examination of both emerging trends and perennial problems, the discussion delves into issues brought about by changing demographics, federal and state mandates, public demand, economic cycles, student unrest, employee groups, trustees, college supporters, and more to provide practical guidance toward optimal outcomes for all stakeholders. Written by former presidents, including a past president of the American Association of Community Colleges, this book provides expert guidance on anticipating and managing the critical issues that affect the entire institution. Both authors serve as consultants, executive coaches, and advisors to top leaders, higher education institutions, and leadership development programs throughout the United States. Community colleges are facing increasingly complex issues from both without and within. Some can be avoided, others only mitigated—but all must be managed, and college leaders must be fully prepared or risk failing the students and the community. This book provides real-world guidance for current and emerging leaders and trustees seeking more effective management methods, with practical insight and expert perspective. Tackle the college completion challenge and performance-based funding initiatives Manage through economic cycles, declining support, and calls for accountability Delve into the issues of privatization and employee unionization Execute strategies to align institutional goals and mission Manage organizational change and new ways of thinking that are essential in today's competitive environment Manage issues involving diversity, inclusiveness, and equity Prepare adequately for campus emergencies Community colleges are the heartbeat of the nation's higher education system, and bear the tremendous responsibility of serving the needs of a vast and varied student body. Every day may bring new issues, but effective management allows institutions to rise to the challenge rather than falter under pressure. Practical Leadership in Community Colleges goes beyond theory to provide the practical guidance leadership needs to more effectively lead institutions to achieve results and serve the students and the community.
Author: Eric M. Campbell Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 156
Book Description
Over the past several decades higher education institutions have faced many criticisms regarding governance. Past studies have shown that as much as 70% of campus faculty and administrators believe decision making processes are ineffective and new approaches are needed. As many scholars point out, however, little empirical research exists and few studies have been conducted to advance the body of literature to better understand the perceptions held by both faculty and administrators in regards to governance, and of those, even fewer in the community college. The literature heavily suggests the way faculty and administrators form perceptions about governance is based on the organizational environment in which they function. Few in-depth studies have attempted to investigate the implications of an organization's environment, as it relates to shared governance. Most research in the area of governance focuses on internal and external forces of colleges, ways of altering structure, faculty participation in governance, student government, faculty senates, governing boards or subunits of these. It is clear that research has been conducted regarding the various afore mentioned areas, and the viewpoints of governance has been described through many lens; faculty, administrator and board of trustees to name a few. However, in areas regarding faculty and administrative perceptions and, how they interact to alter governance, few studies have been conducted. Thus, this study's purpose was to explore institutional governance in a public two-year community college, provide a more comprehensive understanding of institutional governance, and investigate the perceptions of faculty and administrators within this sector. The results provided valuable insight to the site institution regarding participants' perceptions of institutional structure, supervisory relationships, and shared governance. The findings of the study indicated that faculty and administrators significantly differ in these aspects of their organization, and that an environment of trust and cooperation in a community of equals is not the norm. Data analysis provided further evidence of a strong correlation and a significant relationship between institutional structure and shared governance, revealing that faculty and administrators perceptions of shared governance were strongly related to their perception of institutional structure.
Author: George B. Vaughan Publisher: Greenwood ISBN: Category : Education Languages : en Pages : 278
Book Description
Who are the men and women leading America's two-year colleges? What are their distinctive roles and responsibilities, their frustrations and rewards? What leadership skills do they bring to their work? And how do they interpret and articulate the community college mission in a changing society? In this pioneering book, George Vaughan answers these and many other crucial questions about the leaders of American community colleges. Here, community college presidents speak frankly about their beliefs, values, attitudes, goals, problems, and objectives, as do their spouses, colleagues, and trustees. The interviews, conducted over a three-year period, provide an evolutionary perspective on the changing role of the presidents and the presidency. -- From publisher's description.
Author: David Todd Harrison Publisher: ISBN: Category : Community college presidents Languages : en Pages : 400
Book Description
Globalization and emerging technologies have had a profound impact on the U.S. economy, making a highly skilled workforce a national priority. The community college, with its great number, openness to nontraditional students, and key role in workforce development, is poised to become a more prominent contributor to America's success in the new economy. However, new technologies, reduced budgets, and higher levels of accountability are adding to the challenges facing community colleges. These new challenges have brought about the need for a different kind of educational leader, one who can manage the needs of a diverse group of stakeholders, empower others to accept responsibility, and get results without being autocratic. Such leaders are known as transformational leaders. In contrast, transactional leaders focus on the efficient running of the system within the context of existing organizational constraints. Transformational leaders are compared with transactional leaders in this investigation. The purpose of this study is to determine the relationship between transformational leadership factors, transactional leadership factors, and measures of community college performance. Forty-six North American community colleges participated in the study. Both quantitative and qualitative methods were used for this investigation. Information on the leadership behaviors of college presidents was collected using the Multifactor Leadership Questionnaire. Information on college effectiveness was collected using the Institutional Performance Survey. Both leadership and effectiveness data were based on faculty perceptions at the respective colleges. The relationship between presidential leadership and college effectiveness was evaluated using multiple regression analysis. A subset of presidents in the study was interviewed to achieve a better understanding of the social complexities associated with community college leadership. Transformational leadership was shown to be a better predictor of organizational effectiveness than transactional leadership for this sample. Based on the interviews, transformational presidents rely more on strong personal convictions, open communication, and trust to establish and articulate their vision than do their transactional counterparts. Leadership behaviors of the president predict only a portion of the overall performance of a college. Many other factors contribute to college performance, including the culture of the college and the conditions under which a leader assumes the presidency.
Author: Joshua D. Baker
Author: Joshua D. Baker
Author: Tatyana Batazhan
Author: George R. Boggs
Author: Helene Ikumi Sokugawa
Author: Eric M. Campbell
Author: Jean A. Wihbey
Author: Robert James Wollam
Author: George B. Vaughan
Author: David Todd Harrison
Author: Zachariah O. Abungah