Relevant bibliographies by topics / College presidents College presidents Leadership

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'College presidents College presidents Leadership'

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Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "College presidents College presidents Leadership"

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VIERNES TURNER, CAROLINE SOTELLO. "Pathways to the Presidency: Biographical Sketches of Women of Color Firsts." Harvard Educational Review 77, no. 1 (April 1, 2007): 1–38. http://dx.doi.org/10.17763/haer.77.1.p831667187v7514w.

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According to recent data, only 3 percent of all college and university presidents are women of color. While the numbers remain disturbingly low, some of these women of color are making history as the "first" of their gender, race, and ethnicity to become president of a public, baccalaureate degree–granting college or university. In this article, Caroline Sotello Viernes Turner presents biographical sketches of three of these women. They are acknowledged to be the first Mexican American, Native American, and Asian Pacific/Asian American women who are presidents of such colleges in the United States. Women from these respective racial and ethnic groups have become university presidents only recently. Using in-depth interviews and cross-case comparisons, the author examines the paths these women presidents have taken and how their narratives contribute important information about women of color in higher education administration. She asserts that from their stories we can learn about the "pathway to the presidency" these women have helped to forge, about the ways universities can help support the leadership development of women of color, and about how to foster leadership in other women of color who aspire to be college presidents. Turner concludes that these women of color "firsts" continue to make important contributions to the field of higher education, and to pave the way for other women.
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Ponjuán, Luis, Leticia Palomín, and Susana Hernández. "Presidential Leadership: Improving Completion Rates of Latino Male Students at Texas Community Colleges." Association of Mexican American Educators Journal 11, no. 3 (February 10, 2018): 178. http://dx.doi.org/10.24974/amae.11.3.366.

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Enrollment rates for Latino male students continue to increase at community colleges; unfortunately, compared to their other racial and/or ethnic male counterparts they are less likely to earn a college credential or degree. This qualitative study explores the narratives of six presidents at Texas community colleges designated as Hispanic-Serving Institutions. We asked these presidents to describe their perceptions of their institution’s awareness and commitment to improve degree completion outcomes of Latino male students. We utilized cultural and social-cognition theories to help understand how these presidents may change or shift their institution’s efforts to address this pressing issue. Based on the findings, three key themes emerged that described how these leaders perceived their respective institution. Our findings suggest these presidents are concerned with the low completion rates for Latino male students; however, their institutions need to better align their institution's core values, mission, and culture to support educational outcomes of Latino male students. Lastly, we highlight how other community college presidents could enhance their institution’s commitment to improve degree completion rates of Latino male students.
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Stoeckel, Pamella Rae, and Timothy Gray Davies. "Reflective Leadership By Selected Community College Presidents." Community College Journal of Research and Practice 31, no. 11 (November 2007): 895–912. http://dx.doi.org/10.1080/10668920600932876.

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Grasmick, Lauren, Timothy Gray Davies, and Clifford P. Harbour. "Participative Leadership: Perspectives of Community College Presidents." Community College Journal of Research and Practice 36, no. 2 (December 12, 2011): 67–80. http://dx.doi.org/10.1080/10668920802421496.

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Neumann, Anna. "Strategic Leadership: The Changing Orientations of College Presidents." Review of Higher Education 12, no. 2 (1989): 137–51. http://dx.doi.org/10.1353/rhe.1989.0026.

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Tevis, Tenisha. "“It’s a sea-change”: Understanding the role the racial and socio-political climate play on the role-shift of the American college presidency." education policy analysis archives 29 (March 29, 2021): 40. http://dx.doi.org/10.14507/epaa.29.5153.

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This inquiry is part of a larger study focused on whether white male presidents in higher education can respond to racism. In the initial study, the author concluded that while presidents were responsive, their responses were not void of privilege, and highlighted the need to further address white Fragility amongst this group. In an effort to advance our understanding of the American college presidency, particularly how the racial and socio-political climate has shaped their leadership, in the current study, the author analyzed data using the perspective offered by the presidents – higher education is in a sea-change, which was also a finding, as well as specific facets of Astin and Astin’ (2000) and Buller’s (2015) respective frames of change. The analysis yielded the importance of naming that higher education is in a sea-change, grappled with the reality of power within the presidency, and articulated the value of being willing over being ready to incite change. In light of these findings, these leaders recognized that not only is higher education due for a change, but so is the postsecondary presidency. Such an understanding expands both the organizational leadership and diversity in higher education literature, respectively.
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Neumann, Anna, and Estela M. Bensimon. "Constructing the Presidency: College Presidents' Images of their Leadership Roles, A Comparative Study." Journal of Higher Education 61, no. 6 (November 1990): 678. http://dx.doi.org/10.2307/1981990.

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Waring, Anna L. "African-American Female College Presidents: Self Conceptions of Leadership." Journal of Leadership & Organizational Studies 9, no. 3 (August 2003): 31–44. http://dx.doi.org/10.1177/107179190300900305.

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Birnbaum, Robert. "The Implicit Leadership Theories of College and University Presidents." Review of Higher Education 12, no. 2 (1989): 125–36. http://dx.doi.org/10.1353/rhe.1989.0025.

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Gillett-Karam, Rosemary. "INTRODUCTION: COMMUNITY COLLEGE LEADERSHIP: PERSPECTIVES OF WOMEN AS PRESIDENTS." Community College Journal of Research and Practice 25, no. 3 (March 2001): 167–70. http://dx.doi.org/10.1080/106689201750068371.

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Dissertations / Theses on the topic "College presidents College presidents Leadership"

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Power, Vanessa. "Women Community College Presidents: The Road to the Presidency." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/26388.

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In 2005, according to the American Association of Community College (AACC) and the National Institute of Leadership Development, women signify 259 community college presidents nationally. Hockaday and Puyear (2000), Weisman and Vaughan (2002) reported in 2002 that more women held presidencies at community colleges when compared to other types of higher education institutions. Statistically, the number of women holding the position of president more than doubled, yet, women continue to remain disproportionately under-represented in administrative and policy-making positions, according to Corrigan (2002). The purpose of this study was to identify the leadership styles, career path, effectiveness, and length of time from completion of terminal degree to presidency that identified the road to become a female community college president. The Gregorc Style Delineatorâ ¢ (Gregorc, 1982) was used to determine the styles of women community college presidents relating to leadership. The constructs, known as styles were displayed as Concrete Random, Concrete Sequential, Abstract Sequential, and Abstract Random. Descriptive statistics were used to address the preferred leadership styles. Contingency tables described the value obtained from the Gregorc Style Delineatorâ ¢ (Gregorc, 1982), path of promotion, and length of time. The Participant Information Sheet collected information on institutional demographics, significant events that influenced the participant to become a community college president, and their effectiveness. Five research questions guided this study and were interpreted using various research methods. Results from this study reflect that Concrete Random is the preferred leadership style of the participants. Furthermore, this research suggests that women community college presidents are multitaskers, visionaries, and motivators who inspire those working with them to achieve all goals set for the institution. These attributes and skills are displayed in Concrete Random and Concrete Sequential styles. Moreover, it was identified that a successful president should develop the skills and competencies necessary to meet the growing needs of the community, culture, educational, and political climate. The results of the study may serve as a guide to a community college engaged in a search for a president. In addition, these findings may provide direction for institutions that strive to offer leadership development opportunities for professors and administrators.
Ph. D.
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Mahady, Christine. "Voices of Women College Presidents| Women's Perceptions of Career Navigation into the College Presidency." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10844497.

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Institutions of higher education have a glass ceiling: women are underrepresented in the college presidency with 30% of college presidents as women, 83% white and 17% women of color. By nature, the culture of higher education has been traditionally male centered, with female professors and researchers struggling to advance in their careers. Contributing factors that may lead to the lack of women college presidents may be linked to long-held systemic views of women and gender biases that create barriers in career advancement. The objective of this qualitative study is to explore the ways in which women, from their perceptions, navigated opportunities and managed obstacles as they advanced into the college presidency. For the women who did advance to the highest level of leadership in IHE—the college presidency—what did they experience as they advanced in their career, and what enabled them to navigate the system and transcend the barriers? Qualitative data were analyzed using an inductive thematic analysis process through convergent and divergent coding tools. Four key findings emerged from this study: (1) Women were intelligent, talented, successful, savvy, and brave; (2) Servant Leadership; (3) Gender Fluid Characteristics; and (4) Support and Well-Being for current college presidents. This study offers an increased awareness of barriers that are limiting women from progressing to the college presidency in institutions of higher education. It also offers an increased awareness of the phenomenology of women college presidents and the ways that they managed obstacles and took advantage of opportunities as they advanced in their careers.

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Mott, Maxine Carol. "Women community college presidents' leadership agendas." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289100.

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This qualitative research study was an investigation into the leadership agendas of five women community college presidents and the outcomes of these agendas. The study had two unique features. First, it examined the conceptual basis of the presidents' leadership agendas. Second, it provided a comparative analysis of a feminist leadership model to other, more prominent, models of higher education leadership. A feminist research methodology, which extended beyond describing simplified realities of women leaders, was used to determine if women leaders' interpretations of how they practice leadership are consistent with their actual behaviors; how the processes of leadership influence tangible and substantive outcomes. Data were collected through participant/observation, interviews, and document analysis, and presented in five case studies. The study's findings help to inform two distinct but interconnected scholarly domains: women in higher education leadership and women's issues in higher education. What has emerged from this inquiry is that while processes of leadership behaviors may reflect "women's ways of leading," the substantive or tangible outcomes of a leader's actions are not necessarily feminist in nature. The findings reinforce the dangers in women accepting and celebrating the dichotomous and essentialist views of women's ways of leading. We need to resist the hegemonic discourses around gender and leadership and acknowledge that women leaders make sense of and enact their own realities in a variety of ways.
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Cone, Cynthia Jane. "Mental models and community college leadership." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037011.

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Hertneky, Robbie Palmer. "The Leadership Self-Identity of Women College Presidents." Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1229633499.

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Babu, Manoj. "Characteristics of Effective Leadership of Community College Presidents." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1461100084.

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Goldenberg, David H. McGrath J. H. "A study of American college and university presidents perceptions of their educational leadership /." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514770.

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Thesis (Ed. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 7, 2005. Dissertation Committee: J.H. McGrath (chair), John Brickell, Edward Hines, Paul Baker, John McCarthy. Includes bibliographical references (leaves 144-150) and abstract. Also available in print.
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Ali, Hamad Abdulkareem. "Self-Perceived Administrative Leadership Styles of Presidents, Vice-Presidents, and Deans in Public Community and Junior Colleges inTexas." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279178/.

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The major purpose for this study was to determine the self-perceived leadership styles of the presidents, vice-presidents, and deans of public community and junior colleges in Texas in 1994. Administrators' choices of leadership style were also compared with personal characteristics of leaders, such as age, gender, title, number of years in current position, number of years in current institution, number of years in administration, degree earned, number of years in teaching, and number of full-time subordinates. The backgrounds of the administrators, particularly their previous experience, control over their respective budgets, size of their budgets (state, local, other, percentage of workers' compensation), and the ethnicity of leaders, were also examined. The Styles of Leadership Survey and a Demographic Information Form were used to collect the data.
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Jones, E. L. "Current Observations and Future Importance of Leadership Attributes Perceived by Community College Presidents and Vice Presidents for Academic Affairs." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2927.

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The pursuit of this study was to examine perspectives of select community college presidents and vice presidents for academic affairs regarding leadership attributes that were currently observed as being practiced by mid-level managers. The study also summarized these leaders' perceptions of the leadership attributes mid-level managers will need to possess to assume senior administrative positions, particularly the presidency, that will guide the institutions into the future. Based on an extensive review of literature, a list of 41 leadership attributes was established. The Community College Leadership Attribute Survey (CCLAS) was designed by the researcher and a pilot study was conducted. Sixty-five national community college presidents, 60 national community college vice presidents for academic affairs, 14 Tennessee community college presidents and 14 community college vice presidents for academic affairs were contacted to participate in the study. One hundred and seven usable surveys were received, for a response rate of 70%. The study found that there was a statistically significant difference in the leadership attributes presidents and vice presidents for academic affairs currently observed as being practiced and those attributes that would be needed in the future. The gap was measured between currently observed and future importance attributes, and levels of importance were listed. The study took into consideration independent variables such as gender, geographic location, years of experience in current position and years of experience in higher education. The study also examined the perceptions of those presidents and vice presidents who had work experience in the private sector before moving to higher education. Recommendations for future study included the implementation of a leadership program to help ensure that organizational leaders will have the skills needed to lead and facilitate the many changes and challenges community colleges are facing in the future. Other recommendations included institutions lending greater attention to professional development activities, and studies that would allow administrative leaders to identify and define additional leadership attributes.
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Schmitz, Gregory R. "Leadership preparation and career pathways of community college presidents." [Ames, Iowa : Iowa State University], 2008.

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Books on the topic "College presidents College presidents Leadership"

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Leadership in transition: The community college presidency. New York: American Council on Education, 1989.

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G, March James, and Carnegie Commission on Higher Education., eds. Leadership and ambiguity: The American college president. 2nd ed. Boston, Mass: Harvard Business School Press, 1986.

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How academic leadership works: Understanding success and failure in the college presidency. San Francisco: Jossey-Bass, 1992.

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Birnbaum, Robert. How academic leadership works: Understanding success and failure in the college presidency. San Francisco: Jossey-Bass, 1992.

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G, Gomez Gigi, American Council on Education, and College and University Professional Association for Human Resources, eds. On the pathway to the presidency: Characteristics of higher education's senior leadership. Washington, D.C: American Council On Education, 2008.

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American Association of Community Colleges. Presidents Academy., ed. Balancing the presidental seesaw: Case studies in community college leadership. Washington, D.C: Community College Press, 2000.

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Vineyard, Edwin. The pragmatic presidency: Effective leadership in the two-year college. Bolton, MA: Anker Pub. Co., 1993.

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Envisioning Advancement Leadership: Candid Stories from 10 Successful Advancement Vice Presidents. Washington, DC: CASE, 2015.

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American Council on Education. Office of Women in Higher Education. A blueprint for leadership: How women college and university presidents can shape the future : 1993 Women Presidents' Summit. Washington, D.C: The Council, 1994.

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Lead or leave: A primer for college presidents and board members. Lanham, Md: Hamilton Books, 2010.

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Book chapters on the topic "College presidents College presidents Leadership"

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Yu, Kai, and Yinhan Wang. "Differences in Female Leader Characteristics by College and University Type." In The Making of Female University Presidents in China, 69–89. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7227-7_4.

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Borland Jr., Kenneth Wayne. "Second Founding Presidents." In Handbook of Research on the Changing Role of College and University Leadership, 313–21. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6560-5.ch020.

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A comparison of contemporary changing college presidents in a specific microcosm of 163 Christian colleges and universities is made, framed by 10 newer or newly emphasized roles and engagements recently observed among college presidents. Contemporary changes and challenges specific to contemporary presidents in the microcosm are clarified. Historical presidents, primarily founding presidents and ones presiding at critical points in institution sagas, are described relative to the framework of roles and engagements. Discussion of the comparison between the historical and contemporary presidents leads to a conclusion: the changing college president in this microcosm is a “second founding president.”
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Simmons, Regina, Ryan A. Miller, and Mark M. D'Amico. "From the Playing Field to the Executive Office." In Handbook of Research on the Changing Role of College and University Leadership, 85–101. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6560-5.ch006.

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Small, private colleges are run by a president, who sets strategy, while working with senior-level staff and faculty to fulfill mission. The president of a small, private college must set the tone for leadership and communication, devise strategic plans, and appoint staff to accomplish those initiatives, raise funds, and attend campus events and cheer on students. Athletics in the small, private college setting is an important component for enrollment, campus life, and budget. NCAA Division III institutions, largely small, private colleges, incorporate athletics into campus life and position the student before the athlete. The presidents of these institutions are keenly aware of how athletics influences the small, private college landscape. This chapter explores the convergence of the unique role of the small, private college presidency and the influence of athletics. The authors explore the extant literature and present key findings from a case study of one small, private college president and their view of the influence of athletics on the institution and the role of presidency.
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Miles, Jennifer M. "Mentoring the Next Generation of Leaders." In Handbook of Research on the Changing Role of College and University Leadership, 50–63. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6560-5.ch004.

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This chapter explores how college presidents and college student government association presidents interact and communicate, including how they can build strong working relationships and how they can collaborate to address and meet the needs of the student body. Drawing on existing literature, the chapter provides an overview of the college presidency, student involvement, student government, student government leadership, and expectations college presidents have of student government association presidents.
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Paape, Johnathon E. "The Community College Presidency." In Handbook of Research on the Changing Role of College and University Leadership, 64–84. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6560-5.ch005.

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The breadth of issues faced by community college presidents today cannot be overstated. While the importance of the position has remained since the creation of community colleges, the roles they play, types of challenges they face, and how they influence and lead their institutions have changed throughout the decades. The roles of presidents today can be examined under four categories: financial officer, community representative, political representative, and academic officer. Through each of these lenses, this chapter explores how presidents lead their institutions under these roles, the responsibility of each role, and the challenges facing contemporary and future community college presidents.
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Cooney, Matthew A., and Quincy Martin III. "Pathways to the Presidency." In Handbook of Research on the Changing Role of College and University Leadership, 18–35. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6560-5.ch002.

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There is no singular way to prepare for the unique challenges of a college or university presidency. College and university presidents, as well as those who aspire to the position, utilize a myriad of professional experiences as they navigate the complexities of the role. The purpose of this chapter is to review the traditional and nontraditional career pathways of college and university presidents, discuss the preparation practices utilized by higher education leaders to be successful in the presidency, and offer advice for aspiring college and university presidents.
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Sandeen, Cathy, Christine K. Cavanaugh, and Deborah Ford. "Leadership challenges for women college and university presidents." In Inclusive Leadership in Higher Education, 20–34. Routledge, 2017. http://dx.doi.org/10.4324/9781315466095-2.

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Maddox, Jim. "The College President as Change Agent." In Handbook of Research on the Changing Role of College and University Leadership, 134–46. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6560-5.ch009.

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The college president as a change agent is explored. Higher education is undergoing disruptive change, and guiding an institution of higher learning requires senior leadership that understands change and how to guide it. This chapter provides a description of what a change agent is and how the college president can best serve in this role. In addition to the relevant literature, data was gathered from 11 senior leaders as to their perceptions around the concept of change and being a change agent. The chapter makes the case for college presidents to understand and appreciate the important role they can and should play as change agents.
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Arévalo, Rodolfo. "Leadership perspectives: From migrant fields to the presidency." In Latino College Presidents: In Their Own Words, 119–33. Emerald Group Publishing Limited, 2013. http://dx.doi.org/10.1108/s1479-3644(2013)0000013012.

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Morris, Adam, and Keith Zoromksi. "The Evolution of the Community College President in the 21st Century." In Handbook of Research on the Changing Role of College and University Leadership, 36–49. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6560-5.ch003.

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The college presidency is in a state of disarray in the 21st century. In the past, community college presidents could focus their efforts on academic programs, community relations, and donor engagement. College presidents could be the visionary leaders of their communities by providing educational programs to help students transfer to a university or allow them to enter the workforce. The job has become more of a reactionary role in which they are required to make quick decisions in a crisis. They are now forced to focus on cybersecurity, pandemic outbreaks, faculty unions, local and state governance issues, and little-to-no state funding.
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Conference papers on the topic "College presidents College presidents Leadership"

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"An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4344.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White col-leagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used. Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentor-ship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.
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