What Presidents Say about the AACC Competencies for Community College Leaders and Being Prepared for that First Job

1. What Presidents Say about the AACC Competencies for Community College Leaders and Being Prepared for that First Job Dr. Larry Ebbers Dr. Alethea Stubbe Dr. Greg Schmitz Dr. Christopher Duree

2. Community College Leadership Program Larry Ebbers, Ph.D., University Professor Iowa State University Alethea Stubbe, Ph.D., Vice President Northwest Iowa Community College Greg Schmitz, Ph.D., President Hawkeye Community College Christopher Duree, Ph.D., Provost Marshalltown Community College

3. Community College Leadership Program Background Community college presidents� influence on organizational change Shrinking number of qualified candidates for presidency 84% of community college presidents surveyed plan to retire by 2016

4. Community College Leadership Program Research Goal The purpose of this study was to: Examine how current community college presidents� demographics and backgrounds develop the leadership skills embedded in AACC�s Competencies for Community College Leaders. Inform educational leaders of ways that leadership development programs might be improved to better prepare future leaders for their first presidency.

5. Community College Leadership Program Background Information: The Community College Presidency: Demographics and Leadership Preparation Factors Survey

6. Community College Leadership Program Background Information: AACC Competencies for Community College Leaders Organizational Strategy Resource Management Communication Collaboration Community College Advocacy Professionalism

7. Community College Leadership Program Community College Presidents� Profile:

8. Community College Leadership Program

9. Community College Leadership Program

10. Community College Leadership Program Results and Differences by Gender Years in Current Position Male Female 1 to 2 20.4% 33.3% 3 to 5 28.7% 26.5% 6 to 10 26.9% 22.0% More than 10 24.0% 18.2% Leadership Development (prior to first presidency) Male Female Formal Program 49.3% 74.0% GYOL 12.9% 12.4% Mentor-Prot�g� 42.1% 66.4%

11. Community College Leadership Program Results and Differences by Gender (Continued) Educational Preparation Male Female Ph.D. 41.6% 44.7% Ed.D. 43.4% 44.7% Other 15.4% 10.6% Major Field of Study in Highest Degree Male Female Hg Ed., CC Leadership 33.6% 47.7% Hg Ed, Other Emphasis 25.7% 25.8% K-12 Administration 2.9% 2.3%

12. Community College Leadership Program Results and Differences by Gender (Continued) Career Pathways (position prior to first presidency) Male Female Academic Adm. 46.4% 50.8% Provost 10.5% 13.8% Student Affairs 9.1% 7.7% Econ/Work. Dev. 3.3% 1.5% K-12 Adm. 0.4% 0.8% Central Off. Adm. 26.1% 20.0% Other 4.3% 5.4%

13. Community College Leadership Program Greatest Challenges Facing Presidents:

14. Community College Leadership Program Major Findings The number leaders from minority groups is not proportionate to the student population served. Growing commitment to succession planning through in-house leadership programs such as GYOL and mentor-prot�g� relationships. Growing participation in doctoral programs in higher education with a community college leadership emphasis. Critical competencies include Organizational Strategy and Resource Management. Presidents from non-academic positions prior to first presidency are more racially diverse.

15. Community College Leadership Program Major Findings (continued) Presidents from non-academic administration positions participated in GYOL programs at a higher rate. Females are still underrepresented when compared to proportions of female students and faculty. Females are more racially diverse (26.5%) than males (15.4%). Females are more likely to have mentors than males (66.4% to 42.1%). Males are more likely to teach, conduct research and publish, and serve on external boards.

16. Community College Leadership Program Importance to CC Leadership Organizational Strategy was highest rated (83%) Communication was next (77%) �Contribute to the Profession� was rated lowest (29%) No significant differences in the career pathway of community college presidents and how they rate the level of importance of the competencies

17. Community College Leadership Program Future Goals for Leadership Development Increased efforts to recruit underrepresented populations into the leadership pipeline. GYOL and mentor-prot�g� programs should allow aspiring leaders involvement with campus initiatives intended to develop organizational strategy and resource management competencies. Review of formal education curricula to ensure the AACC�s Competencies for Community College Leaders are being developed. Personal professional development plans should include: Completion of a terminal degree prior to first presidency; Involvement with leadership programs outside of formal education; Participation in activities specifically targeting AACC�s competencies.

18. What Presidents Say about the AACC Competencies for Community College Leaders and Being Prepared for that First Job