Factors of Job Success among Middle-Level Managers in Implementing Equity-Focused Programs or Initiatives in Urban Community College Settings

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Autor/in	Sims, Elijah
Titel	Factors of Job Success among Middle-Level Managers in Implementing Equity-Focused Programs or Initiatives in Urban Community College Settings
Quelle	(2022), (146 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Long Beach
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-1353-3
Schlagwörter	Hochschulschrift; Dissertation; Middle Management; Community Colleges; Equal Education; Urban Schools; Program Implementation; Success; Job Performance; Deans; Administrators; Experience; Leadership; Social Support Groups; Difficulty Level; School Culture; Minority Group Students; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mittlere Führungskraft; Community college; Community College; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Erfolg; Work performance; Arbeitsleistung; Dean; Dekan; Erfahrung; Führung; Führungsposition; Social support; Soziale Unterstützung; Schwierigkeitsgrad; Schulkultur; Schulleben; Kalifornien
Abstract	This qualitative study focuses on Director and Dean experiences during equity-focused program and initiative (PI) implementations at California Community Colleges (CCCs), as these leaders face the challenge of managing faculty, staff, and budgets, while also working toward the objectives of senior leadership. Despite a reliance on middle-level managers (MLMs) to provide leadership and support for students, staff, and faculty of community college campuses, current research on the CCC system tends to focus on students, faculty, and senior leaders, often excluding MLMs. Further, while there is consensus in the higher education community that leadership makes a difference for teams, students, and implementations, few studies acknowledge the role or implications of MLMs serving as professional implementation leaders of PIs. As student needs in college settings continue to evolve, so do the initiatives designed to meet them. In this way, we can understand each PI as the proposed answer to a problem: an effort to address and close the equity gaps identified. Notably, previous research indicates that retention among them is low. The situational approach is used as the theoretical framework to understand how MLMs' leadership approach influences their implementation experience. Ultimately, the literature suggests that if MLMs do not stay at colleges long enough to fully implement PIs designed by the California Community College Chancellor's Office to close equity gaps, the benefits associated with those PIs may never reach the vulnerable college students for whom they were intended. Two research quests guide this study: (1) What are the leadership experiences of MLMs in urban community college settings during equity-focused program or initiative implementations, and (2) how do their leadership experiences influence effective equity-focused program or initiative implementation and job success in urban community college settings? This study focused on multiple California community college sites as research suggests that low retention among MLMs is shared across institution contexts. Fourteen participants were purposefully identified for interviews through a 5-step recruitment process from multiple CCCs. Two cycles of coding were completed using the interview transcripts. Three themes emerged from the findings. In addition, findings highlight that MLMs feel under-valued and under-supported in a number of ways. The findings also show that senior leaders have the greatest influence on whether and to what extent MLMs feel valued and supported in their professional contexts. Perhaps most significantly, this study finds that MLMs must learn to navigate complex campus cultures or risk losing the support of their local campus communities and implementation team at the expense of growing populations of students of color. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01