Presidential Perceptions of Trustee Involvement in Community College Decision Making

Community College Presidential Leadership: How Presidents Think and Act to Support the Holistic Needs of Their Students

“…The application of focus groups was useful to provide a dynamic for participants to make sense of their perceptions and situated knowledges while building on each other’s experiences, in addition to contrasting different regional and institutional contexts (Feldon & Tofel-Grehl, 2018; Gilflores & Alonso, 1995). Focus groups also provided a data collection approach and level of peer engagement that is less common, especially since much of the research on college presidents has been through surveys and individual interviews (e.g., Gagliardi et al, 2017; Smith & Miller, 2015).…”

“…Some scholars have explored the role that the AACC competencies play in community college leader preparation and the challenges associated with their responsibilities (e.g., Eddy, 2013; McNair et al, 2011). However, community college presidents must be equipped to address sudden changes in labor markets and students’ needs, as well as comprehensive budget cuts at local and state levels (Smith & Miller, 2015). Understanding leaders must grapple with a complex leadership landscape, the following research questions framed this qualitative study:…”

Addressing workforce needs and educational opportunity through board action

“…The most basic function of a governing board is to approve and sanction the operations of an institution (Association of Community College Trustees, 2020). In many ways, this begins with the hiring and evaluation of the president (Gillett‐Karam, 2013; Smith & Miller, 2015) and, in turn, responsibility for the administrative staff who will operate and direct workforce education programs (Price, 2018) The board also establishes the extent that such programming is an institutional priority and aligned with the college's strategic plan that includes appropriate measures of accountability (Friedel, 2008; Gillett‐Karam, 2013; Smith & Miller, 2015). Through the board's direction, institutional resources can be committed and even raised to initiate and subsidize training programs and institutional policy developed to ensure that the college is prepared to serve students and the needs of local employers.…”

“…A significant area where boards can get involved in workforce training programs is related to curriculum approval (Amey, 2008; Smith & Miller, 2015). There are two levels of course development and instruction that requires and involves a college's governing board.…”

Theories supporting board reform

“…From this beginning, the roles of higher education trustees were solidified with a separation of church and state and a focus on the fiduciary responsibilities of fulfilling the mission of the college (Association of Governing Boards (AGB), 2015). This fiduciary role has shaped the research literature, what little there is, for decades and has been examined from resource dependency and neoliberal theoretical frames as well as various conceptual frameworks (Bastedo, 2005;Carver, 1997;Cutler White, 2019;Fischer, 2018;Kezar, 2006;Levin, 2008Levin, , 2017Pusser et al, 2006;Smith & Miller, 2015). However, while building on prior research, there is a need to move beyond this view to other, more contemporary, and relevant theoretical perspectives to address the governance of community colleges for today and into the future.…”