Still Contradictory? Presidential Leadership in Today's Modern Community College

• In Event: 63.087 - Sheraton Roundtable Session 11 - Grand Centre
  In Roundtable Session: 63.087-4 - Revisiting the Contradictory College: 25 Years Later

Abstract

Introduction

Twenty-five years after the publication of The Contradictory College (Dougherty, 1994), leaders are still walking a tight-rope of paradoxes. This paper focuses on how leadership operates and reacts to contradictions in community colleges using data from a national survey. Participants were asked to identify pressing challenges facing community colleges and innovations underway, and to describe their willingness to take risks.

Study Design

The survey was administered in 2015 and 2016 via an email list generated from a website review of community colleges in each state. A total of 1,000 surveys were returned (44% at top-level leadership and 56% mid-level leaders). The majority of respondents were women (56%) and White (84%). Descriptive analysis of the data provided a profile of leaders and analysis of the comments produced themes.

Findings

Three main themes emerged in this study. First, challenges emerged due to the neo-liberal environment in higher education. Second, disruption of community college mission surfaced as a result of funding, technology, and mission stress. Finally, leaders were willing to take risks to support students, but limitations were evident.

Neo-liberal influence: In ranking future challenges facing institutions, the following emerged: 1) Increased reliance on private funding; 2) New models of accountability; 3) Big data and analytics will reshape teaching, learning, and operational practice; and 4) Business model relying on partnering with others. Differences existed, as one leader offered, Smaller colleges are being left behind!!! Reduction in state funding contributed to the challenges identified.

Disruptive innovation: At the core of examples for innovation was the need for change in community college operations. As one mid-level administrator offered: We may have to choose a few areas of specialty and may not be able to meet the various needs that we now try to meet. Innovation in developmental education, use of technology to support learning, new funding models, and changes in expectations for student success represent a few of the innovations given.

Calculated Risk-taking: Risk taking behavior was linked to personal integrity and supporting the mission of the institution. As well, career stage mattered in approach to risks. One participant noted, Since I am at the end of my career, I am pretty willing to risk and to try and implement disruptive innovations--since I believe it is the best solution for our students. Whereas another stated, Risk is difficult when one's career is directly on the line. Risk-taking behavior requires a core of ethical decision-making.

Significance and Conclusion

Community colleges are at a crossroads. The challenge of trying to be all things to all people is no longer tenable. This research found that community college leaders are passionate about the core mission of the colleges, namely helping students succeed. Yet, re-envisioning community college operations is necessary. True, leaders are willing to take risks and support disruptive innovation. But, the reality is that structures and competing stakeholder demands limit the range of innovation. Twenty-five years later, contradictions are still alive for community college leaders.

Author

• Pamela L. Eddy, College of William and Mary