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- Creator:
- Hoover, Karelyn
- Description:
- The purpose of this phenomenological study was to understand the leadership strategies and processes that California community college presidents employed as they made the decision to participate in the pilot baccalaureate degree program and the subsequent implementation of the pilot program at their institutions. Presidents were selected because of their unique position in the organization to lead change initiatives. In this study, eight presidents in the California Community College Baccalaureate (CCB) pilot programs, who were in their positions when the decision was made to apply for the CCB and remained in their positions through their implementation of the program, were interviewed. Their responses were analyzed using the framework of Kotter’s (1995, 2012) change model. Responses were also analyzed in the context of Fullan’s (2001) model for leading in a culture of change. Implications for community college leadership were identified: 1. Lead with a moral purpose. Presidents should lead change with the intent to make a positive impact on the lives of students, staff, and members of the community. 2. Rather than try to change the culture with a change initiative, cultivate an environment where change can occur. 3. Establish a team and empower the team to act on the president’s behalf is critical. 4. Be prepared to do whatever it takes to make it work. 5. Effective communication is critical. 6. Leading change initiatives can be hampered by the politics of the change. This study was unique in that all the presidents in the study were leading the change, becoming a baccalaureate-granting institution, at the same time, and for the first time in California. Based on the data and analysis from this study three recommendations were made for leading change: (a) create an institutional culture that supports change, (b) lead with a moral purpose, and (c) be prepared to do whatever it takes.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Sims, Andrea Fejeran
- Description:
- The purpose of this research journey (qualitative narrative study) was to explore the cultural philosophies and beliefs of manmaga’håga (high-ranked Indigenous Pacific women in higher education), give voice to culturally competent leadership practices, and to understand the interests of career aspirations. This research journey used storytelling, an indigenous research methodology, to understand individual experiences and amplify the collective voices of the manmaga’håga. The indigenous leadership model (Minthorn & Chavez, 2015) grounded the storytelling (semi-structured interview protocol). The collective voices of eight Indigenous Pacific women resulted in six emergent themes. The first theme, cultural heritage cultivates the leader included the three subthemes of natibu (indigeneity), minagåhetna (authenticity), and fuestan famalao’an (female empowerment). The second theme, relationships are central to leadership, contained the three sub-themes of inadahi (care), na’i aturidåt (empower), and chenchule’ (reciprocity). The third theme, community inspires wisdom and strength, produced the two sub-themes of inafa’maolek (collective responsibility) and famai’che’cho’ (resilience). The fourth theme, lessons instill growth and purpose, revealed experiences in higher education that increased skillsets and intrinsic motivations. The fifth theme, mentors are significant along the journey, was derived from the examples of fafa’nå’gue (teachers), family members, and mentors who served as teachers and navigators in their lives and careers. Theme six, advancement is about legacy, not title, revealed that the aspirations along the journey focused on creating pathways to leave a legacy for others. This study offers higher educational leaders, institutions, and professional associations, insights into the innate leadership capacities of Indigenous Pacific women, their ability to be culturally competent leaders and their commitment to advancing the success of their communities. Implications for policy suggest examination of employment and retention policies and an emphasis on data disaggregation. Implications for theory suggest transforming leadership paradigms, praxis, and pedagogies to include more Indigenous ways of knowing, being, and learning in curriculum and professional development spaces. Finally, implications for practice include development of an Indigenous Pacific in higher education genealogy project, the sisters of Oceania network, and a leadership pipeline that uses storytelling as a method of cultivating leaders.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership
- Creator:
- Stiles Hanlon, Anna
- Description:
- College athletics are the most popular extracurricular activity across American community colleges, with approximately 80,000 students participating each year. California has the highest rate of participation, with over 24,000 student-athletes annually. While California Community College student-athletes generally outperform their non-athlete peers academically, there is still a disproportionate impact for male student-athletes of color. However, there is little empirical evidence related to the educational experiences of student-athletes, making it difficult to know how institutions can best serve them. This quantitative study investigated and identified institutional factors that were significant to California Community College student-athletes’ academic success, highlighting differences related to sports participation, gender, and race/ethnicity. Using data collected with the Community College Success Measures (CCSM), this study explored student-athletes’ college experiences in terms of campus ethos––students’ sense of belonging, personal relationships with faculty, faculty/staff validation, student engagement, and welcomeness inside and outside of the classroom––and non-cognitive factors important to academic success. Analysis included independent t-tests, ANOVAs, and linear regressions. Results indicated that student-athletes’ experiences in college (campus ethos) were significant predictors of their non-cognitive factors, explaining 32.4% of the variance in non-cognitive composite for all student-athletes and 42.9% of variance for Black male student-athletes. Results also indicated that male student-athletes felt less welcomed by faculty inside and outside of the classroom than did male non-athletes, and that for male student-athletes of color, feeling welcome inside and outside of the class was the most significant predictor of their non-cognitive factors. Male student-athletes also reported significantly lower levels in their sense of belonging than did male non-athletes. While student-athlete reported greater frequency of student engagement, it was not clear if the motivation for student engagement was internal or external, or if the type of motivation changed the effect of the engagement. There were no significant findings for females. These findings indicate that male California Community College student-athletes of color are not receiving the college experiences that are meaningful to their development as scholars. This research also points to the importance of gender specific studies for community college student-athletes, as the findings for females were generally not significant.
- Resource Type:
- Dissertation
- Campus Tesim:
- Fullerton
- Department:
- Department of Educational Leadership