Practical Leadership in Community Colleges E-Book

George R. Boggs

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 373

Veröffentlichungsjahr: 2016

Beschreibung

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.

Leseprobe

Table of Contents

Cover

Foreword

Preface

How This Book Is Structured

How to Use This Book

Acknowledgments

About the Authors

Chapter 1: Leadership Issues Management

Thinking About Leadership

Thinking About Issues

Life Balance

Anticipating Issues and Potential Outcomes

Issues to Consider

References

Chapter 2: Mission

Questioning the Mission

Mission Generations

Completion Challenge

Balancing Access and Success

Transition, Progression, and Transfer

Accreditation and Mission

Push from the For‐Profit Sector

Technological Development

Legislative Mandates

Funding the Mission

Workforce Preparation Issues

Developing Partnerships

Curricular Reform

Community College Baccalaureates

Organizations and Initiatives

Reform Effectiveness

A Framework for Mission Management

Issues to Consider

References

Chapter 3: Accountability, Scorecards, Regulations, and Accreditation

Accountability

Scorecards

Regulations

Accreditation

Issues to Consider

References

Chapter 4: Finance, Cost, and the Economy

Economic Benefits of Higher Education

Effect of Economic Cycles

Saving for Retirement

Tuition Increases and College Costs

Responses to Economic Cycles

Fundraising and Entrepreneurialism

Issues to Consider

References

Chapter 5: Diversity, Equity, and Inclusion

Beyond the Open Door

Understanding DEI

Institutionalizing DEI

DEI Issues

Campus Climate Issues

Recruitment and Support Issues

Communication Issues

Gender Bias Issues

Students with Disabilities Issues

Affirmative Action Issues

Immigration Issues

Racial Issues

Men of Color Issues

Veterans Issues

LGBT Issues

Managing DEI Issues

Sustaining Diversity, Equity, and Inclusion

Issues to Consider

References

Chapter 6: Governance, Communication, and Media Relations

Trustees

Media Relations

Delegation and Internal Governance

Communication

Collective Bargaining

Civility

Issues to Consider

References

Chapter 7: Organizational Change to Promote Student Success

Leading Organizational Change

The Completion Agenda

Models for Change

Resistance to Change

Organizational Change and Classroom Practice

Organizational Change and Student Support Services

A Time for Change: AACC's Reclaiming the American Dream

Sustaining Momentum: Managing the Change

Issues to Consider

References

Chapter 8: Safety and Security

Responsibility for Safety and Security

Commitment and Enforcement

Truth and Consequences of Crime Reporting

Leadership Practices for Safety and Security Management

Key Safety and Security Management Leadership Questions

Resources

Athletics

Cybersecurity Issues

Issues to Consider

References

Conclusion

Reform and Redesign

Accountability and Transparency

Change and the Evolving Mission

Diversity, Equity, and Inclusion

Stakeholder Demands

Safety and Security

New Requirements for Leadership

Rewards of Leadership

Reference

Index

End User License Agreement

List of Illustrations

Chapter 2

Figure 2.1 Mission Management Process

Guide

Cover

Table of Contents

Begin Reading

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PRAISE FOR PRACTICAL LEADERSHIP IN COMMUNITY COLLEGES

“For both current and aspiring leaders, Practical Leadership in Community Colleges offers a highly effective balance of historical, contextual, and practical information. Grounded in clear-cut fundamentals of mission management, the book adds insightful questions for each chapter that will help individuals and leadership teams frame key issues in such critical areas as accountability, diversity and inclusion, finance, and campus security. In the face of the rising leadership turnover at community colleges and the increasing complexity of the leadership role, the book will help prepare campuses for what many foresee as perpetual and often dramatic change.”

—Walter G. Bumphus, president and CEO, American Association of Community Colleges

“With an emphasis on the practical, Boggs and McPhail take on such difficult issues as ‘success’ versus quality, the rising cost of a college education, the ‘completion agenda,’ declining state support, and more. This book serves as a field guide for current presidents already immersed in the fray, as well as a primer and reality check for anyone who aspires to become a community college president. For both groups it is a must-read.”

—Rob Jenkins, “Two-Year Track” columnist for The Chronicle of Higher Education; author of Building a Career in America’s Community Colleges

“As George Boggs and Christine McPhail point out in this important book, American community colleges are on the brink of massive changes nationwide. I found this book to be useful and inspiring. The authors’ balanced approach to presenting existing challenges and opportunities for the next generation of colleges and their leaders is refreshing. The authors make the clear and convincing case that a bold commitment to reinvention along with the skillful management of issues of diversity, inclusion, and equity are key to riding the wave of change to new and exciting shores.”

—Eduardo J. Padrón, president, Miami Dade College

“This is a ‘must read’ for community college leaders everywhere. Written by two national leaders with more than seventy years of leadership experience and success in community colleges, the book addresses the issues and challenges facing today’s and tomorrow’s community colleges. I expect to see the book utilized in graduate classes and in leadership development workshops on campuses everywhere.”

—John E. Roueche, president, Roueche Graduate Center, National American University

“Every few years a breath of fresh air blows through the halls of academe bringing fresh insights and creative perspectives for those of us who have been suffocating from pat answers and stale platitudes. Practical Leadership in Community Colleges by two seasoned thought leaders, George Boggs and Christine McPhail, is a testament to enlightened common sense for community college leaders. This book is a rare combination of scholarly work and practical advice. It will become the key go-to resource for every leader who wants to survive and prevail in the community college world.”

—Terry O’Banion, chair of the graduate faculty, National American University, and president emeritus, League for Innovation in the Community College

“Authors George Boggs and Christine McPhail team up to provide a thoughtful, relevant, essential and urgent insight into contemporary and emerging challenges facing community college leaders. The timeliness of this text cannot be understated given the unrelenting nature of change, combined with the seemingly rapid acceleration and diversity of heretofore uncommon issues facing higher education. This book is a vital must-read for all community college leaders, aspiring leaders, and boards of trustees. I am grateful to these well-known, national leaders for advancing this discussion.”

—Daniel J. Phelan, president and CEO, Jackson College

“Leading our nation’s community colleges is perhaps now more difficult than ever before, which is why Practical Leadership in Community Colleges could not come at a more opportune time. We can’t lead with outdated theories; we need nimble, nuanced thinking and creative innovation, which the authors set the stage for in this volume. I highly recommend the book. It finely balances the best of theory with the most recent in practical issues our current and future leaders need to consider. Well done!”

—Rufus Glasper, chancellor, Maricopa Community Colleges

“Bravo to George Boggs and Christine McPhail for brilliantly capturing the myriad of challenges facing community colleges. This book is a must read for everyone who is currently leading, or aspiring to lead, one of the nation’s twoyear colleges. The authors put everything on the table and then invite all readers to embrace the rewards inherent in shaping the future environment for community colleges. Pull up a chair; this book offers a feast of knowledge that won’t leave you hungry.”

—Barbara Gellman-Danley, president, Higher Learning Commission

“Boggs and McPhail have found the perfect blend of theory and practice in their new book, Practical Leadership in Community Colleges. They capture the lessons of leadership at all levels of the college. Their approach to problem solving, case studies and historical examples make the book a useful tool for managing our complex institutions. No matter if you are a trustee, faculty leader, aspiring administrator, or a current CEO—this book is a blueprint for success in the American community college.”

—Brice W. Harris, chancellor of the California Community Colleges

“In a recent League Trends Report, surveyed presidents, chancellors, and CEOs cited the need for deeper focus on emerging issues and trends that are influencing student and institutional success. In Practical Leadership in Community Colleges, Boggs and McPhail directly address these issues, challenges, and opportunities that many community college leaders cited as mission critical. This book provides insight and guidance for navigating these changing dynamics that influence organizational culture, innovation, transformational change.”

—Gerardo de los Santos, president and CEO, League for Innovation in the Community College

“Leaders in American higher education are being called upon to strategically steer their institutions through turbulent waters and negotiate a host of difficult leadership tests. George Boggs and Christine McPhail provide a comprehensive account of the most pressing issues community colleges face today and offer practical tools for tackling these complex challenges in a changing environment.”

—Molly Corbett Broad, president, American Council on Education

“In this new resource, George Boggs and Christine McPhail tell the story of the history and role of community colleges and relate the current pressures and challenges confronting all of higher education to this very special sector of the education system. Their work is an essential guide for community college leadership— presidents, senior administrators, faculty and the governing boards that hold the fiduciary authority to advance the changes needed throughout the system. I urge board members to take a look at the messages in this new contribution.”

—Richard Legon, president, Association of Governing Boards of Universities and Colleges (AGB)

PRACTICAL LEADERSHIP IN COMMUNITY COLLEGES

Navigating Today’s Challenges

George R. BoggsChristine J. McPhail

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Published by John Wiley & Sons, Inc., Hoboken, New Jersey.

Published simultaneously in Canada.

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Library of Congress Cataloging-in-Publication Data

Names: Boggs, George R., author. | McPhail, Christine Johnson, author.

Title: Practical leadership in community colleges : navigating today’s challenges / George R. Boggs, Christine J. McPhail.

Description: Hoboken, New Jersey : John Wiley & Sons, 2016. | Includes bibliographical references and index.

Identifiers: LCCN 2016006355 | ISBN 9781119095156 (cloth) ISBN 9781119095149 (ePDF) | ISBN 9781119094883 (epub)

Subjects: LCSH: Community colleges—United States—Administration. | Educational leadership—United States.

Classification: LCC LB2341 .B553 2016 | DDC 378.1/5430973—dc23 LC record available at http://lccn.loc.gov/2016006355

Cover design: Wiley

Cover image: © epicurean/Getty Images, Inc.

FIRST EDITION

The Jossey-Bass Higher and Adult Education Series

FOREWORD

Dr. Belle Wheelan

President, Southern Association of Colleges and Schools, Commission on Colleges

There is much truth to the adage, “Experience is the best teacher,” and the authors of this book have much experience to share in the field of community college leadership. Higher education, specifically in the community college sector, has undergone a major transition over the past decade with the development of and emphasis on workforce training programs, including such innovations as Massive Open Online Courses (MOOCs), badges as symbols of achievement, and Competency Based Education (CBE) Programs. There are many who feel that this emphasis threatens the very fiber of institutions that have a traditional liberal arts focus. Because community colleges have always had workforce development as a part of their mission, they have continued to provide just‐in‐time responses to them all.

In order for institutions of higher education to remain current and respond effectively to these changes, institutional leaders must also remain current in a myriad of areas. Some of these areas are common to all segments of higher education and include such things as financing and legal issues, personnel issues, and governance. Although curricular issues are probably the ones that will demand the most “new thinking” within community colleges, there are others, including the changing mission of what we know today as community colleges, that demand institutions to rethink how they do business or run the risk of becoming obsolete. The shift from student access to student success, the provision of upper‐division programs (baccalaureate), and the financing of public institutions will all demand a new way of thinking specifically for community colleges. It is on these shifts that this book focuses.

If one were to believe all of the crises about higher education that have been written in the higher education “rags,” then no one would ever want to take on a leadership role in any institution of higher education today. It wouldn't take much for even the strongest and most effective leader to become discouraged from moving into a top leadership position when the pressures and changes are presented; however, the rewards of leadership are many, and preparation in meeting them will be paramount. The ability to improve the effectiveness of an institution, to positively affect the lives of the students who matriculate there and the communities in which they live, and the ability to motivate faculty and staff to improve student success through innovation and creativity are still the successes which drive effective leaders. This book provides road markers for those who choose to travel the road to leadership in community colleges.

During their forty‐plus year careers, these authors have provided leadership in several community colleges, as well as at the national level. Their experiences have led them to work with both seasoned and budding leaders to ensure their preparation for the challenges that face them currently and will face them in the future. They have witnessed the metamorphosis of community colleges during nearly half a century and weathered many a storm involving governance systems, faculty unions, downturns in the economy, and even uproars in the community in order to move institutions forward. The lessons they have learned comprise a significant part of this book and will serve future leaders well in gaining insight to steer their new ways of thinking and provide effective leadership.

Additionally, external groups such as state and federal legislators, business communities, accreditors, and policy groups have begun to weigh in on what institutions of higher education should look like, whom they should serve, and how their students should be served. Demands for more public accountability, transparency and availability of information, and more stringent responses to safety and security needs on campus are being made from every corner. Given the comparison shopper notion of choosing which institution of higher education to attend, the demand for more data has affected every decision educational leaders must now make in order to ensure robust enrollments and quality programs. Learning to use the data effectively is a talent that must be cultivated.

In addition to the traditional planning, budgeting, and financing courses currently included in graduate programs in higher education leadership, these programs must now include courses in “the use of data in making decisions,” “how to know if your campus is safe enough,” “how to increase the completion rates of students without reducing access or inflating student grades,” and “how to assess student learning outcomes” in order to provide adequate responses to the forces colleges face and prepare effective leaders.

From mission and purpose to student success and all of the additional areas that have evolved, leaders who read this book will have a head start in learning how to navigate the waters much more smoothly. Knowing the challenges prior to accepting a position of leadership will better prepare the leaders of the future. Instead of taking a position of leadership and then either burning out or becoming disgruntled, by reading this book potential leaders will be aware of the emerging challenges they will face and be able to effectively confront them head on.

I commend the authors for sharing their expertise and only wish I had had such a reference when I began my career all those years ago.

PREFACE

There are few careers that can compare to those in community colleges. The institutions truly make a difference in the lives of people and in the well‐being of communities. The rewards are visible at graduation ceremonies, performances, athletic events, and exhibits, where students—who would not otherwise have had a chance to pursue higher education or vocational training—demonstrate and are recognized for achieving goals they and their families might only have dreamed to accomplish. The benefits provided by the colleges extend to the community by providing trained employees to local businesses and through the economic impact they have. Because of the demographics of their students, community colleges can help to close achievement gaps and keep our nation secure and competitive.

For community colleges to realize their maximum impact, strong, stable, courageous, and effective leadership is essential. Leadership—at all levels of the institution—makes a significant difference in how well the institution serves its students and its communities. However, leadership in community colleges has become increasingly complex. The colleges are being pushed to increase the success rates of their students—including the most at‐risk students in higher education—and to close achievement gaps in an environment of declining public support and calls for increased accountability for outcomes. The very mission of the institutions is being changed by both internal and external forces. Governance of the institutions has become more challenging because of both internal strife and external political influence. In the wake of natural disasters and human‐made tragedies, college leaders are dealing with increased concerns for campus safety and security and responding to an increase in government mandates and reporting requirements.

The purpose of this book is to assist educators, leaders, and aspiring leaders to anticipate and to manage emerging issues and to assist trustees in their oversight of institutions that are faced with significant challenges. Although the recommendations are based in theory, the focus is on practical responses to issues. The authors hope to encourage discussions of issues at cabinet meetings, in committee and task force meetings, and in leadership development programs so that leaders are better prepared to deal with the leadership issues they will be faced with.

How This Book Is Structured

In chapter 1, we discuss the origin of issues and the importance of anticipating them and of their effective management. A model for issue management is presented.

In chapter 2, we discuss how the community colleges' open‐door policies provide access to and opportunity for education through programs and services that serve as the foundation for life‐changing perspectives for individuals and responsiveness to community needs. We highlight some of the mission‐related issues that community college leaders will have to navigate as they focus on maintaining the open door and responding to student needs, internal and external policies, and mandates.

Contemporary accountability efforts like those we articulate in chapter 3 indicate that community colleges are undergoing major transformation in terms of what it means to be accountable. The discussion in this chapter focuses on the importance of transparency and how today's community college leaders are expected to build environments that demonstrate through quantifiable results how responsive they are to internal and external stakeholders.

The financing of community colleges continues to be a major issue of concern for community college educators. In chapter 4, we discuss a wide range of changes in the community college sector that affect funding for community colleges. Contemporary community college leaders will be expected to manage the institutions in the midst of growing demands from internal and external stakeholders, increased governmental policies and mandates, and shifting relationships with business communities that look to community colleges for the training of skilled workers.

In chapter 5, we discuss how the increasingly diverse student populations have presented new and different leadership challenges for community college educators. Diversity, equity, and inclusion (DEI) issues emerge inside and outside the classroom. The discussion highlights how some of these DEI challenges are influencing and enhancing learning outcomes for underrepresented students, faculty engagement, and overall institutional improvements.

In the community college setting, a variety of groups have a stake in the business of the college. The discussion in chapter 6 demonstrates that governance problems are not always easy for community college leaders to solve and that communications and media relations strategies often determine the seriousness of an issue. Community college leaders must strive to support governance systems that ensure stakeholders have appropriate opportunities to engage in decision making at the institution. We make the point that communication and media relations strategies are important tools for leaders.

In chapter 7, we discuss the importance of community colleges' ability to respond to the changing external and internal environments. We highlight recent changes and point out some factors that may serve as barriers to organizational change. We remind community college leaders that the college's capacity to respond to change is essential for the current and future welfare of the institution.

Chapter 8 deals with safety and security issues. Leaders need to ensure that campus emergency preparedness plans are up to date, employees and students receive necessary training, and mandated reports are filed on time. All too often, college leaders need to respond to problems created by natural disasters, accidents, or violence against students and employees. More recently, leaders are finding they have to respond to concerns about athletic injuries and problems with cybersecurity.

At the end of each chapter, we present issues to consider. Case studies or scenarios are also provided throughout the text. Our hope is that these issues and case studies will inspire in‐depth discussions at presidents' and chancellors' cabinet meetings, in committee meetings, and in leadership development classrooms. There are no “cookie cutter” answers for addressing these issues or responding to cases, but thinking deeply about them will prepare leadership teams for the inevitable difficult issues they will face as they lead these dynamic institutions that are so important to our society.

The common thread throughout the discussion in all of the chapters is that the issues community college leaders currently face—and will have to address in the future—will be different and more complex than those faced by community college leaders in the past. However, too many community college leaders tell us they lack the preparation to address these issues in an effective manner. This book provides both incumbent and aspiring leaders with new ideas and proactive approaches to the task of issue management in community colleges. It will help administrators, faculty, and boards of trustees be better prepared to address today's and tomorrow's challenges.

How to Use This Book

Why does a community college educator need a copy of Practical Leadership in Community Colleges: Navigating Today's Challenges? For a number of reasons, many leaders may not have time or the desire to think about their own personal growth and renewal—or even the professional development of their leadership teams. We have come to believe that continual personal growth for community college educators is a necessity rather than an option for today or a resolution for the future. This is not necessarily a book designed for reading top to bottom. Rather, it is a resource of timely information that can be used on a continual basis. The issues are all related to challenges that community college leaders have responsibility for addressing at their institutions. It is designed to be a resource tool for community college leaders and prospective leaders to learn how to manage important issues and to help their institutions in the transformation process.

HOW ADMINISTRATORS CAN USE THE BOOK

Focused discussions (around the issues) with leadership teams

Grow‐Your‐Own college leadership institutes or academies

Simulations and scenario leadership development programs

Resource and reference tool for project development

Functional or topical modules (e.g., designed to be inserted into existing college professional growth activities)

HOW FACULTY CAN USE THE BOOK

Issue discussions and debates with colleagues and/or students

Contemporary issues papers for professional associations

Resource and reference tool for classroom discussion

HOW GOVERNING BOARDS CAN USE THE BOOK

Orientation to the issues confronting community colleges

Board retreats/leadership summits or workshops

Functional or topical modules (e.g., designed to be inserted into continuing board training efforts)

HOW LEADERSHIP DEVELOPMENT TRAINERS CAN USE THE BOOK

Career and executive coaching

Leadership institutes

Focus groups and workshops

Stand‐alone workshops (e.g., required capstone workshops; voluntary extracurricular workshops)

Grow‐Your‐Own leadership institutes or academies focusing on each topic over an extended period of time

HOW EDUCATIONAL ASSOCIATIONS CAN USE THE BOOK

Promote annual training conferences that allow members to work cooperatively with each other to apply solutions to the issues in a professional setting.

Offer webinars or other training events addressing selected issues to improve leadership skills.

Promote regional “networks” so that individuals and institutions can learn from others who have successfully (or unsuccessfully) confronted the same issues under similar circumstances.

Use the suggestions in the book to offer technical assistance to individual and institutional members who may be struggling with the issues in the workplace.

Use the issue analysis in the book to advocate for public and private resources to sustain research and technical assistance to develop practitioners who understand higher education issues.

We bring together more than seventy years of higher education experience in higher education to write Practical Leadership in Community Colleges: Navigating Today's Challenges. The book is a collection of chapters designed for community college educators, leaders, and policy makers to use as tools to create a framework for managing key issues in community colleges. Readers can open it and find a particular issue that they are facing on any given day. No matter what position the educator holds, the reader will have the necessary information to successfully analyze the issue within the context of the community college setting. From decades of experience in the field, we can say with some authority that people who are proactive in gaining the skills to manage the emerging issues that their institutions face are more effective leaders. They see themselves as inherently powerful and having the ability to control elements of the situations in which they find themselves. We encourage community college leaders to use this book to expand the leadership capacity at their institutions.

ACKNOWLEDGMENTS

The authors thank their spouses, Ann Boggs and Dr. Irving Pressley McPhail, for their support and understanding, the colleagues who have served with them and helped them to understand how important leadership really is, and their students from whom they learn every day.

We greatly appreciate those colleagues who took their valuable time to review our text and to provide comments. They motivate us to do the best work we can.

We also thank the leaders of America's community colleges for their commitment to close achievement gaps and to improve the lives of people in communities across America. Community college educators and leaders serve the most at‐risk students and receive the lowest percentage of public resources. They are responsible for navigating today's challenges, and we hope our work will assist them to succeed.

ABOUT THE AUTHORS

George R. Boggs is president and CEO emeritus of the American Association of Community Colleges (AACC) and superintendent/president emeritus of Palomar College in San Marcos, California. He continues to be an active consultant, teacher, author, and speaker. Dr. Boggs has published more than a hundred articles, books, and chapters on areas related to higher education. He is a professor in the community college doctoral programs at San Diego State University and National American University.

Dr. Boggs holds a bachelor's degree in chemistry from The Ohio State University, a master's degree in chemistry from the University of California at Santa Barbara, and a PhD in educational administration from The University of Texas at Austin.

He serves as a member of the National Academy of Sciences Board on Science Education and on the Phi Theta Kappa International Student Honor Society Board, serving as chair. Dr. Boggs chaired the Organizing Committee for the December 2011 STEM Summit sponsored by the National Academy of Sciences. He is a past chair of the Board of the World Federation of Colleges and Polytechnics and consults internationally. During his career, Dr. Boggs has served on many boards, commissions, and committees, including those of the American Council on Education, the Education Testing Service (ETS), the National Center for Postsecondary Research, the National Center for Community College Student Engagement, the National Science Foundation (NSF), the National Science Board's Commission on 21st Century STEM Education, the Western Association of Schools and Colleges (WASC), the Accrediting Board for Engineering and Technology (ABET), the Community College League of California, the Washington Higher Education Secretariat, and the American Association of Community Colleges, serving as board chair in 1993–94.

Dr. Boggs has been recognized by the Public Broadcasting System with its Terry O'Banion Prize for Teaching and Learning for “triggering the most significant educational movement of the past decade.” He is a Distinguished Graduate of The University of Texas. Dr. Boggs has been recognized by the Chair Academy, the National Institute for Staff and Organizational Development (NISOD), the Association of California Community College Administrators, the Association of Community College Trustees, the American Association of Community Colleges, the Society for College and University Planning, the National Council on Marketing and Public Relations, NASPA Student Affairs Administrators, the San Marcos Chamber of Commerce, the City of Vista, and the US Congress. Dr. Boggs is listed in Who's Who in America and six other Who's Who directories.

Christine Johnson McPhail is emerita professor of higher education and founder of the Community College Leadership Doctoral Program at Morgan State University and president emerita of Cypress College in Cypress, California. She currently serves as the managing principal for the McPhail Group LLC, a higher education consulting firm, and as a leadership coach for Achieving the Dream, a national reform network that helps more community college students succeed.

Dr. McPhail holds an associate of arts degree from Fresno City College, a bachelor's degree in social work from California State University, Fresno, a master's degree in higher education counseling from California State University, Fresno, and an EdD in higher education from the University of Southern California. Dr. McPhail has served as a national advisor for the Gates Foundation's Completion by Design, the Community College Survey of Student Engagement (CCSSE), and the National Center for Postsecondary Research (NCPR) at the Community College Research Center (CCRC). She is a past member of the boards of directors for the American Association of Community Colleges (AACC) and the Council for the Study of Community Colleges (CSCC). Dr. McPhail has also served as the affirmative action officer, Division J, American Education Research Association (AERA), and on the editorial board for the Community College Journal of Research and Practice. She has published numerous articles and book chapters and books on topics pertaining to higher education.

Dr. McPhail's work has been recognized by local state and national associations. She was the recipient of the AACC National Leadership Award, the 2008 League of Innovation's Terry O'Banion Leadership Award, the State of Maryland Governor's Citation, the Citizen Citation from the City of Baltimore, the Maryland Women for Responsible Government Leadership Award, and the National Council of Black American Affairs' Pioneer Award for promoting equity in higher education. The Community College League of California; California State University, Fresno; and Fresno City College have recognized her as a distinguished alumna. She was also inducted into the State Center Community College's Hall of Fame.

Dr. McPhail is the editor for one of AACC's best‐selling publications, Establishing and Sustaining Learning Centered Community Colleges. She was the featured international keynote speaker at the Guardian Further Education and Skills Summit 2007 in the United Kingdom. Her research interests lie in the intersection of three fields of higher education: leadership, governance, and learning.

CHAPTER 1LEADERSHIP ISSUES MANAGEMENT

Thinking About Leadership

Students of leadership theory have been able to follow the evolution of thinking about leaders, starting with the early belief that they are born with unique, undefined abilities that others simply do not have. After several years of studying leadership, scholars began to postulate that leaders possessed certain specific traits—such as high intelligence, creativity, and responsibility—at levels not found in other people. Then researchers developed the hypothesis that leadership traits were behavioral and could be developed. Contingency theory (also called situational leadership) advanced the notion that effective leadership behaviors were dependent upon what the situation called for (Hersey, 1984). Transactional and transformational theories of leadership examined the relationship between leaders and followers and the ability of leaders to motivate followers to make transformational changes (Bass, 1990). Bolman and Deal (1991) developed a framework for classifying leaders, arguing that leaders had strengths in one or more of four frames: structural, human resource, political, and symbolic. Leaders can use the frames as a way of assessing their strengths and the strengths and weaknesses of their leadership team. Several other assessments have been used to identify preferred individual and group leadership styles.

Kent Farnsworth (2007) applied the Greenleaf concept of servant leadership to higher education, arguing that leadership is essentially an act of service. Haden and Jenkins (2015) describe nine virtues of exceptional leaders. They make a case that the most effective leaders have in common the virtues of humility, honesty, courage, perseverance, hope, charity, balance, wisdom, and justice. Pairing practitioners and researchers, Campbell (1985) addressed community college leadership in the areas of strategic planning, governance, finance, curriculum, human resources, technology, resource development, and public relations. Myron and colleagues (2003) examined the issues of transformational change, organizational design, policy development, student development, curriculum development and instructional delivery, workforce development, staff development, and resource development as they apply to leadership in community colleges. Also writing specifically for community colleges, Pamela Eddy (2010) made a case for viewing leadership from a multidimensional perspective: that a community college leader requires a variety of competencies—some skill based, some personality based, and others learned through experience. Eddy (2012) followed that publication with an issue of New Directions in Community Colleges that focused on the development, study, and implementation of the leadership competencies published by the American Association of Community Colleges in 2005 with support of the W. K. Kellogg Foundation. Roueche and Jones (2005) argued for the importance of entrepreneurial leadership and the willingness to take calculated risks to advance an institution, especially in an environment of declining public resources.

Scholars have studied leadership for a clear reason: it makes a difference. Byron McClenney, member of the Colorado Board for Community Colleges and Occupational Education and national director of leadership for Achieving the Dream (ATD), told George Boggs in a personal interview in 2011 that the ATD college coaches reached consensus on what matters the most in improving student success: leadership. The leadership that McClenney talked about was not only leadership on the part of the president, but also leadership at the board, faculty, and mid‐level administrative levels.

The American Association of Community Colleges (AACC) published its list of competencies for community college leaders in 2005, with a second edition in 2013 (AACC, 2013). The AACC competencies have been studied extensively, and there have been no arguments about their appropriateness. The competencies listed in the revised version include organizational strategy; institutional finance, research, fundraising, and resource management; communication; collaboration; and advocacy. The curricula of leadership development programs and workshops should be reviewed to determine what skills and competencies they intend to develop. It is equally important for leaders to assess the competencies of their leadership teams and to provide development opportunities that build the skills needed to respond effectively to issues and to effect positive organizational change.

In its most recent reports, Reclaiming the American Dream: Community Colleges and the Nation's Future (2012) and Empowering Community Colleges to Build the Nation's Future: An Implementation Guide (2014), AACC has laid out an ambitious agenda that requires strong college leadership and institutional transformation. The reports are a critical analysis of the colleges and call on college leaders to be more accountable for student success outcomes.

Although there has been a great deal of research about leadership in general, some publications dealing specifically with community college functions that require leadership, and competencies required for effective community college leadership, there has not been much focus on the practical issues that community college leaders face—often on a daily basis—and the impact that their responses can have. Leaders need to understand the different points of view that constituents bring to issues and how these issues can best be dealt with—or how an improper response can create significant problems for an institution and its leadership.

Thinking About Issues

The list of issues facing today's community college leaders is extensive: student unrest, racial and ethnic tensions, campus emergencies, guns on campus, safety and security, cybersecurity threats, increased calls for accountability, college completion rates, developmental education outcomes, athletic injuries, sexual assault, academic integrity, and many others. Leaders face a variety of circumstances that provide options to consciously or unconsciously respond. The situations in which leaders find themselves often lead to questions, challenges, or matters that can be contested. For the purposes of this book, leadership issues are matters that involve people—both internal and external to the campus—and their beliefs and values. Leaders need to understand that there can be legitimate differences of opinion about how the issues should be managed. Many of these issues can be dealt with by referring to existing policies, procedures, regulations, contracts, or laws. Others are more intricate and require careful thought and preparation. Community colleges are multifaceted, complex, and diverse organizations, and the issues faced by students, faculty, staff, administrators, and trustees are often both difficult and sensitive. There are many methods used to analyze leadership and styles of leadership, but the true test of a leader can best be measured by how the leader anticipates and manages the issues that emerge every day at every community college.

Origin of Issues

College issues frequently arise internally. They can be the result of an unexpected crisis, an accident, or interactions between and among students, faculty, and staff—or perhaps a difference of opinion in how a policy should be interpreted or how resources should be allocated. Divisions within the college, because of departmental structure or the separation of academic programs, technical programs, student services, and administrative services, are often sources of disagreement caused by differing perspectives. Personality, behavioral, and style differences can cause employment issues. Even such issues as assignment of offices or classroom space can cause dissention. Decisions by an administrator in one area of a college might create issues for administrators in another area. Perceptions of fairness—or lack of it—can affect campus climate. Administrators who want to respond quickly to a community or business need for a program might clash with faculty who want to move more slowly to ensure quality. Cultural or racial differences or insensitivities can lead to difficult and persistent issues. The negotiating strategies of employee unions and advocacy groups often create issues for college leadership.

College employees can best contribute to the success of the college when they receive proper orientation and are provided professional development opportunities that are aligned with the college's mission and vision. In too many instances, inadequate or misdirected orientation and development programs leave employees with an insufficient understanding of how their roles and the roles of other employees contribute to the overall college mission. This lack of understanding is often the source of internal issues that confront college leaders.

Sometimes issues emerge externally from the community, from local businesses, from city or county officials, or at the state or national levels. Community members might complain about noise coming from college facilities, traffic caused by the college, or students parking in residential areas. Business owners might ask the college to find better ways to meet their need for skilled workers, or they might complain about unfair competition from college food services, child care programs, or the college bookstore. State policy makers might make decisions that affect college funding or operations—or they may establish scorecards to publically highlight specific measures of college effectiveness. Accreditors might recommend changes in practices and policies or require the college to develop improved measures of student learning. National policy makers might challenge