Date of Award

Spring 5-1-2003

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Rodney R. Rich

Abstract

The purpose of this study was to explore whether leadership preparation experiences for the position of chief academic officers at two-year public colleges contribute to their perceived level of competency for specific tasks in the first year of their careers as chief academic officer. The instrument used in this study was developed by the researcher and was composed of three sections: the preparation experiences section, the self-perceived competency rating for tasks section, and the demographic section. Data were collected via a survey, which had a total of 46 questions in the three sections. The surveys were sent to chief academic officers at two-year public colleges in five Midwestern states: Indiana, Illinois, Michigan, Ohio and Kentucky. The addresses were obtained from the American Association of Community Colleges Online Directory and the Ivy Tech State College Directory. The findings indicated that most respondents were community college insiders who had several years of experience in academic affairs, such as faculty members or department chairs of the institution, before becoming chief academic officers. The results indicated that, in general, respondents felt competent in the areas of faculty and curriculum issues, and conflict resolution; they felt less competent in the areas of enrollment management, and information technology/distance education. Attendance at a local or institutional leadership academy had an effect on the feeling of competency regarding legal matters, although respondents rated the feeling of competency regarding legal matters in the lower half. A degree in the area of educational administration or higher education/leadership appears to have an effect on the feeling of competency in enrollment management. Questions regarding diversity issues with faculty and students consistently placed in the lower portion of the ratings. There were no leadership preparation experiences that had an effect on the competency to handle budget matters, conflict resolution, or information technology/distance education challenges. Independent Samples t-tests were performed to examine the effect of the preparation experiences on self-perceived competency to perform primary tasks. Results indicated that other than experience as a post-secondary educator and/or academic chair, there were three experiences that had an effect on self-reported competency to perform tasks: participation in a local or institutional leadership academy, an opportunity by the supervisor to pursue leadership development activities, and a degree in the area of educational administration or higher education/leadership.

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