Post on 14-Jan-2016
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LEADERSHIP COMPETENCIES OF COMMUNITY COLLEGE SENIOR STUDENT AFFAIRS OFFICERS
2011 AFC CONVENTION
Dan Rodkin, Ed.D.
Statement of Problem
College Completion Agenda Community College Leadership Gap Lack of leadership competencies for
CCSSAO
The problem addressed within this study was the lack of a designated set of leadership competencies necessary to be an effective senior student affairs officer at a community college in the United States
Study Purpose
To assess CCSSAOs’ demographics, educational backgrounds, and leadership development experiences, as related to these individuals’ mastery of the AACC Competencies, and to determine which competencies are deemed most critical for CCSSAOs to effectively perform their jobs.
Endorsed by NCSD Board, December 2010
Research Questions
What are the general demographic characteristics, professional backgrounds, and leadership experiences of current community college senior student affairs officers in the United States?
Is there a relationship between the community college senior student affairs officers’ perceptions of importance of the leadership skills included in the AACC Competencies and their perception of their preparedness for those skills when they assumed their first community college senior student affairs officer position?
To what extent do the highest degrees earned by community college senior student affairs officers influence how they rate their preparedness on the leadership skills included in the AACC Competencies when they assumed their first community college senior student affairs officer position?
Research Questions
To what extent do the differences in leadership preparation outside of formal education influence how they rate their preparedness on the leadership skills included in the AACC Competencies when they assumed their first community college senior student affairs officer position?
To what extent do differences in institutional characteristics (specifically, institution size, setting, structure, and highest degree offering) affect the reported importance of the AACC Competencies?
Which leadership experiences do current community college senior student affairs officers believe best prepared them to serve in this capacity, and what do they wish they had done differently to prepare for their first community college senior student affairs officer position?
Methodology
Quantitative, internet-based, self-report questionnaire
The Community College Senior Student Affairs Officer: Demographics and Leadership Survey Focused on the AACC Competencies
Link sent via Emails from Jan 11 – Feb 11, 2011
Population
2011 Higher Education Directory and 2010 National Council on Student Development Membership Directory
308 acceptable completions: 32.2% response rate
Population: Demographics
Population Demographics
Age Average Age 51.7 years
Gender Females: 52.3% Males: 47.7%
Race/Ethnicity
White/Caucasian 74.5%
Black/African American 14.1%
Hispanic/Latino 7.2%
American Indian/Native American
2.0%
Asian/Pacific Islander 1.3%
Multiracial 1.0%
Population: Career Pathways
Career Pathways
Most common titles:
Vice President/Vice Chancellor
54.5%
Dean/Director 34.7%
Average length of time in current position
6.5 years
Average # years working in student affairs
19.8 years
Average # positions in students affairs 4.1
Previous position:
Dean/Director 30.2%
Vice President/Vice Chancellor
28.6%
Associate VP/Assistant VP 15.6%
@ a community college 80.7%
Population: Leadership Preparation
Leadership Preparation
Participated in a Leadership Development Program
47.0%
Participated in a mentoring relationship 51.2%
Female participants 54.1%
Mentoring relationship formed in employment arena
82.6%
Formal mentoring relationship 24.7%
Informal mentoring relationship 75.3%
AACC Competencies: Perceptions of Importance & Preparation
98%+ of respondents rated the following top 10 leadership skills very important or important:
Develop a positive environment that supports innovation, teamwork, and successful outcomes (99.7%);
Listen actively to understand, analyze, engage, and act (99.3%); Develop, enhance and sustain teamwork and cooperation (99.3%); Manage conflict and change in ways that contribute to the long-term viability of the
organization (99.0%); Promote and maintain high standards for personal and organizational integrity,
honesty, and respect for people (98.9%); Create and maintain open communication regarding resources, priorities, and
expectations (98.7%); Demonstrate the courage to take risks, make difficult decisions, and accept
responsibility (98.6%); Manage conflict and change by building and maintaining productive relationships
(98.6%); Use a data-driven decision making practices to plan strategically (98.0%); Project confidence and respond responsibly and tactfully (98.0%);
“Most Important” findings reflect some other CC leadership literature:
Brown, Martinez, & Daniel, 2002; Duncan & Harlacher, 1991; Hockaday & Puyear, 2008 Five of these “top ten” are in Duree’s (2007) “top ten” from CC Presidents
AACC Competencies: Perceptions of Importance & Preparation
AACC Competencies, in order of importance by domain
Community College Senior Student Affairs Officers
Community College Presidents
1 Communication 1 Organizational Strategy
2 Organizational Strategy 2 Communication
3 Collaboration 3 Resource Management
4 Community College Advocacy
4 Collaboration
5 Resource Management 5 Community College Advocacy
6 Professionalism 6 Professionalism Lit Review: Similar to results from Duree’s 2007 study on CC
Presidents Comparison to Laws (2011) & Wilson-Strauss (2005)
competencies for CCSSAOs
AACC Competencies: Perceptions of Importance & Preparation
10 leadership skills with lowest preparedness ratings: Take an entrepreneurial stance in seeking ethical alternative funding sources
(36.6%); Establish networks and partnerships to advance the mission of the community
college (43.8%); Implement financial strategies to support programs, services, staff, and facilities
(59.0%); Implement a human resources system that fosters the professional development
and advancement of all staff (61.5%); Work effectively and diplomatically with legislators, board members, business
leaders, accreditation organizations, and others (63.8%); Contribute to the profession through professional development programs,
professional organizational leadership, and research/publications (70.3%); Use a systems perspective to assess and respond to the needs of students and the
community (71.1%); Support operational decisions by managing information resources (71.6%); Demonstrate cultural competence in a global society (72.7%); and Manage conflict and change in ways that contribute to the long-term viability of
the organization (74.0%).
Seven of these “bottom ten” are in Duree’s 2007 study on CC Presidents
Preparedness Ratings for AACC Competencies, Highest Degree Earned
Independent Variables: Master's, EdD, PhD Dependent Variables: Six competency domains
Lit Review: Duree (2007): Findings revealed CC President’s
highest degree earned has no impact on preparedness
Nelson & Coorough (1994): EdD degree are for practitioners
Findings:
Organizational Strategy EdD & PhD more prepared than Master’s
Resource Management EdD more prepared than Master’s
Communication No significant findings
Collaboration EdD more prepared than Master’s
Community College Advocacy
EdD more prepared than Master’s
Professionalism EdD more prepared than Master’s & PhD
Preparedness Ratings for AACC Competencies, Leadership Preparation
Mentoring Relationships
Lit Review: Confirms assertions of & findings by Carpenter
& Stimpson, 2007; Cooper & Miller, 1999; Roper, 2002; VanDerLinden, 2005
Findings:
Organizational Strategy “Yes” Mentoring Relationship more prepared
Resource Management No significant findings
Communication No significant findings
Collaboration “Yes” Mentoring Relationship more prepared
Community College Advocacy
“Yes” Mentoring Relationship more prepared
Professionalism “Yes” Mentoring Relationship more prepared
Preparedness Ratings for AACC Competencies, Leadership Preparation
Leadership Development Programs
Lit Review: Confirms Duree’s (2007) findings for CC
Presidents Confirms Tunks’ (2007) findings for Florida CC
employees
Findings:
Organizational Strategy No significant findings
Resource Management No significant findings
Communication No significant findings
Collaboration No significant findings
No significant findings No significant findings
Professionalism No significant findings
Importance Ratings for AACC Competencies, Institutional Characteristics - Size
Independent Variables: Six categories from IPEDS
Dependent Variables: Six competency domains
Findings:
Organizational Strategy 5K-10K & 10K + more important than 1K- 2K
Resource Management No significant findings
Communication No significant findings
Collaboration No significant findings
Community College Advocacy
No significant findings
Professionalism No significant findings
Importance Ratings for AACC Competencies, Institutional Characteristics - Setting
Independent Variables: Three categories from AACC
Dependent Variables: Six competency domainsFindings:
Organizational Strategy Urban more important than Rural
Resource Management No significant findings
Communication No significant findings
Collaboration No significant findings
Community College Advocacy
No significant findings
Professionalism No significant findings
Importance Ratings for AACC Competencies, Institutional Characteristics
Structure Independent Variables: Single campus, Multiple
campus Dependent Variables: Six competency domains
Highest Degree Offering 96.1% of respondents: highest offering =
Associates
Lit Review: Lack of respondents at Bachelor’s degree granting institutions is counter to Floyd, Skolnik, and Walker’s (2005) assertion regarding the proliferation of the CC baccalaureate
Preparing for first CCSSAO Position: Most Effective Leadership Experience
Open Ended question
Lit Review: Findings support Fulton-Calkins & Milling
(2005) and McDade (2005) on mentoring relationships’ importance
Findings: %
Student Affairs employment experience 41.7%
Specific leadership development workshop 19.7%
Mentoring relationships 17.7%
Graduate school / doctoral program 11.8%
Networking 7.5%
State association peer groups 5.9%
Working with college presidents 5.9%
Preparing for first CCSSAO Position:What should have been done differently?
Open Ended question
Lit Review: Findings support Tunks’ (2007) finding that
professionals desire mentoring relationships
Findings: %
Completed a doctoral degree 15.3%
Acquired greater knowledge of each area of student affairs
11.1%
Acquired greater knowledge about accounting, budgets, and budgeting processes
10.6%
Emphasized professional development 10.2%
Better developed at least one mentoring relationship
9.7%
Enrolled in a leadership development institute 5.6%
Summary & Conclusions
CCSSAOs rated the leadership skills identified by the AACC Competencies as important or very important
CCSSAOS rated their preparedness for the AACC Competencies significantly lower than they rated the leadership skills’ importance
Earning an EdD participating in mentoring relationships as a protégé both played a significant role in helping CCSSAOs feel more prepared for the senior-level position
Participating in leadership development programs did not lead to CCSSAOs reporting a significantly higher level of preparedness for the AACC Competencies
Institutional characteristics had a minimal impact CCSSAOs perceptions of the importance of the AACC Competencies
Implications – Graduate Schools Graduate school administrators should consider
the EdD the preferred degree for those aspiring to be student affairs administrators EdD curricula should include practical elements for
active learning, including internships and practica EdD curricula should include at least one class on
the financial aspects of higher education, including accounting, budgets, and budgeting procedures
EdD programs should include structured opportunities for students to develop mentoring relationships with professionals working in the field
Implications – Professional Orgs Professional organizations should focus on
mentoring programs & leadership development programs Formal mentoring programs should be developed
to give new professionals opportunities to learn from more experienced colleagues
Leadership development program curricula should be research-based w/ measureable learning outcomes
Assessments should be implemented to document if the intended learning outcomes from leadership development workshops were achieved
Implications – CC Student Affairs Community college student affairs divisions
should invest in professional development experiences for their entry-level and mid-level employees Include cross-training across the division &
exposure to financial aspects of higher education
Develop mentoring program for entry-level employees
Identify ways to support employees’ opportunities for continued formal graduate education
Implications - Mid-level Practitioners
Individuals whom aspire to be CCSSAOs must take responsibility for their training & development Complete a doctorate (preferably an EdD) Find at least one mentor & cultivate the relationship Explore opportunities to learn about multiple facets
of student affairs Use this study’s instrument as a self-assessment to
determine knowledge gaps, and seek out additional training & professional development to increase preparedness for a future CCSSAO position