The purpose of this study was to compare by geographical setting, regional accrediting body, and size based on FTE enrollment (a) what leadership development programs/practices U.S. community colleges are using to prepare the next generation of upper-level administrators for their institutions; and (b) what are the perceptions of those surveyed regarding the value, effectiveness, and the need to expand these programs/practices?
The analysis included data from 286 survey respondents, comprising a 74% response rate, who were incumbent community college presidents. Presidents were randomly selected from an American Association of Community Colleges membership list to form a stratified sample. Stratification was based on membership in each of the six regional accrediting bodies representing institutions of higher education throughout the United States and its territories.
Findings in the study indicated that almost one-half of the respondents anticipated up to 25% of their senior administrators would retire between 2005 and 2010. Additionally, the study results indicated that 86% of respondents had taken steps to initiate some form of leadership development program/practice to address the need to replace retiring senior administrators.
Study data suggested that there was no relationship between community colleges' size, service area location or regional accrediting body membership and the number who participated in external leadership development opportunities. A relationship was found to exist between community college size and service area locations and the number that offered internal leadership development programs.
Study findings also showed that 87% of respondents believed value existed in participating in leadership development programs/practices. Additionally, 69% felt a need existed to expand the number of leadership development programs/practices that are available.
Study recommendations include: (a) making leadership development opportunities available to any faculty/staff member who shows potential to advance to senior administrative positions, (b) implementing formal succession planning in community colleges, (c) reviewing necessary program/practice content, (d) developing more internal leadership development programs, (e) increasing the mentoring of junior staff by senior administrators, and (f) conducting further research on barriers preventing participation in leadership development programs.
