Given that community colleges are facing an increasingly great demand for leaders who possess the core competencies necessary to lead in a turbulent environment, this quantitative study aimed to determine first, community college administrator collaborative leadership competencies, and second, the connection between the use of collaborative leadership competencies and background, leadership, and educational characteristics of community college administrators. The collaboration literature and complexity leadership theory formed the theoretical basis of this study. This research found that community college administrators are repeatedly engaging in complex collaborative initiatives. From an exploratory factor analysis, one collaborative leadership competency emerged as an internally consistent factor, representatively named Multi-Perspective Collaborative Leadership Competency. Significant predictors of this factor score, Multi-Perspective-Score, were the independent variables of position-type-president, position-type-vice-president-or-provost, position-type-dean-or-associate-dean , and highest-degree-earned-master’s. This research empirically analyzed community college administrator collaborative leadership competencies which may aid future researchers, leadership program developers, policy makers, and community college administrators in their endeavors.
|Advisor:||Klocko, Barbara A.|
|Commitee:||Ampaw, Frim, Farrell-Cole, Patrica L.|
|School:||Central Michigan University|
|School Location:||United States -- Michigan|
|Source:||DAI-A 80/03(E), Dissertation Abstracts International|
|Subjects:||Community college education, Higher Education Administration, Educational leadership|
|Keywords:||Collaboration, Collaborative, Community college, Competencies, Complexity, Leadership|
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