A Comparative Analysis of the Perceptions of Community College Chief Business Officers and Chief Academic Officers Regarding Institutional Factors that Contribute to Extending Community College Student Time to Completion PDF Download
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Author: James R. Cooper
Publisher:
ISBN:
Category :
Languages : en
Pages : 262
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Author: James R. Cooper
Publisher:
ISBN:
Category :
Languages : en
Pages : 262
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Author:
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ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 534
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ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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Author:
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Category :
Languages : en
Pages :
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This dissertation examines the managerial roles and organizational status of the chief business officer in North Carolina community colleges, with the intended purpose of better understanding how the roles are performed. This study is conceptually framed with the managerial role theory of Baker, which was based on the work of Mintzberg. As a qualitative research study, interviews developed through the constant comparison method were conducted with six community college chief business officers (CBOs) in North Carolina, based on the following research questions: 1. How do CBOs perceive their managerial roles? 2. How do the perceptions of the CBOs correspond to the perceptions of the president and chief academic officer in their respective college? 3. How do CBOs perceive their place and status in their college? 4. How do the CBOs feel their roles and place in their college have changed over the course of their tenure in the position? The study's results, triangulated through document analysis and interviews with the CBOs' respective presidents and chief academic officers, show the perceived roles the CBOs performed and their status in their colleges. Labels for the roles were initially based on Baker's model and modified by the descriptions of the CBOs, who saw their roles as divisional or institutional, with a hierarchy of roles in each category and sub-categories of peripheral roles, variable roles, and core roles. Resource manager, liaison, problem solver, monitor and information clearinghouse were identified as core to both the divisional and institutional roles, with negotiator, visionary, ambassador, and advocate seen as peripheral roles, while the CBO was not found to be an agent of institutional change. Experience and longevity were identified as factors that positively affected the CBO's status, while also increasing the importance of the advisor role. Implications from this study include opportunities to expand the study of the CBO position and functions, an.
Author: Kristie R. Rankin
Publisher:
ISBN:
Category :
Languages : en
Pages : 278
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Category : Dissertations, Academic
Languages : en
Pages : 984
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Author: Mark A. Coykendall
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ISBN:
Category :
Languages : en
Pages : 0
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This study documents voices of the most experienced active Illinois community college chief academic officers (CAOs). Adaptive leadership theory is used to frame the effort of CAOs to infuse accountability into the core community college open access mission. The analysis of conversations with these CAOs reveals a focus on accountability that centers around student success initiatives rather than an urgent need to improve completion rate. The CAOs interviewed perceived student success and open access as crucial components of the mission of community colleges. The CAOs describe the work they do to help fulfill the mission and how that work has changed during the COVID-19 pandemic. Advice is provided for those who aspire to the CAO position and for those responsible for developing future CAOs.
Author: Robert Chadwick Merrill
Publisher:
ISBN:
Category : Community college administrators
Languages : en
Pages : 176
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Category : Education
Languages : en
Pages : 1032
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Author: Clifford Adelman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
