Succession Planning in Rural Community Colleges

2021 ◽  
pp. 285-295
Author(s):  
Ashley Aylett ◽  
Kit Kacirek ◽  
Kenda Grover
Keyword(s):  
Community Colleges ◽  
Leadership Development ◽  
Rural Community ◽  
Rural Community Colleges ◽  
Senior Administrators ◽  
Post Secondary ◽  
Rural Community College ◽  
Community Stakeholders ◽  
Leadership Pipeline ◽  
Aging Infrastructure

Competent leadership is essential for institutions of any size to respond to the challenges facing post-secondary institutions. However, rural community colleges are especially vulnerable to the forces of change due to aging infrastructure, accelerated retirements, and geographic isolation that often limits competent and diverse applicant pools for future leaders. As senior administrators retire at rapid rates, geographic location and scarce resources can hamper leadership continuity. Few studies have explored how the leadership pipeline is established and maintained in rural community colleges and how institutional and community values shape that process. The study highlights the extent to which the co-dependent relationship between community stakeholders and the rural community college shapes its institutional culture and leadership development.

Evaluating Latina Retention

2018 ◽  
pp. 80-98
Author(s):  
Theresa Neimann
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Feminist Theory ◽  
Rural Community ◽  
Narrative Analysis ◽  
Social Engagement ◽  
Theoretical Framework ◽  
Rural Community Colleges ◽  
Rural Community College ◽  
College Going

Latinas are undereducated in rural community colleges. This chapter identifies the positive factors enhancing the college experience for Latinas in rural community colleges. To assess the college going experiences of Latinas attending a rural community college, and note if these experiences conform to or negate Chicana Feminist Theory, one rural community college in Oregon randomly selected 10 Latinas between the ages of 18 and 35 who took at least two terms of credit-bearing classes. Data was analyzed from interview recordings, and responses were transcribed based on a narrative analysis transcription protocol. The major findings were developed relying upon the theoretical framework of Chicana Feminist Theory. Significant themes emerging from this study related to positive factors that enhance retention including social integration and motivational factors to attend a rural community college. The retention of Latinas must embrace change and build on positive changes in the academy such as serving students' needs expressed in intentional opportunities for academic and social engagement and better access to financial and childcare resources.

Evaluating Latina Retention

2018 ◽  
pp. 284-309
Author(s):  
Theresa Neimann
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Rural Communities ◽  
Qualitative Study ◽  
Puerto Rican ◽  
Rural Community ◽  
Central American ◽  
Rural Community Colleges ◽  
Rural Community College

This chapter explores issues and challenges Latinas face in remote-rural communities and identified key recommendations that are essential in order for Latinas to be successful in remote-rural community colleges. Ten Latina undergraduates who finished at least two terms of three credit-bearing class in a rural community college were the subjects of this qualitative study. The term Latina in this study refers to a female of Mexican, Puerto Rican, Cuban, South or Central American, or other Spanish culture or origin, regardless of race. The participants named in this study are females regardless of how they self-identify ethnically who have ancestry from either of these countries.

Connecting rural community colleges to their communities

2007 ◽  
Vol 2007 (137) ◽  
pp. 27-34 ◽  
Author(s):  
Michael T. Miller ◽  
Daniel B. Kissinger
Keyword(s):  
Community Colleges ◽  
Rural Community ◽  
Rural Community Colleges

scholarly journals When Management Defines Leadership: High Demand x High Support in a Rural Community College

2019 ◽  
Vol 7 (2) ◽  
pp. 41-65
Author(s):  
Paula K. Clarke ◽  
W. Ted Hamilton
Keyword(s):  
Community College ◽  
Rural Communities ◽  
Rural Community ◽  
High Demand ◽  
Leadership Model ◽  
Post Secondary ◽  
Rural Community College ◽  
Uncertain Future ◽  
The Impact ◽  
High Support

Drawing upon a diversity of data from efforts across almost four decades – the last two in the same rural community college – devoted to developing, implementing and studying the impact of a High Demand x High Support (HDxHS) teaching pedagogy, this paper addresses four topics: First, we briefly address the values and perspectives informing the HDxHS effort. Second, we sketch the HDxHS pedagogy and describe case exemplars, situating these in the context of a rural community college (CC). Third, we describe different leadership responses to HDxHS in terms of the use of strategic ignorance strategies (SIS), suggesting that these likely function more as a barrier than a conduit for understanding the challenges facing rural communities and CCs. Fourth, acknowledging that CCs are currently at a crossroads facing an uncertain future as legitimate public post-secondary institutions, we outline elements of a re-scripted more democratic CC leadership model. Part overview and part summary, the conclusion addresses the strengths and weaknesses of the HDxHS approach and the various bodies of knowledge to which it might contribute.

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