400-500 words Every leader is faced with a challenge at some point in their career. In this question, respond to the following case scenario to address the challenge outlined. Answer the questions fro

1 1 LEADERSHIP ISSUES MANAGEMENT Thinking About Leadership Students of leadership theory have been able to follow the evolution of \y thinking about leaders, starting with the early belief that they are born with unique, undefined abilities that others simply do not have. After sev eral years of studying leadership, scholars began to postulate that leaders possessed certain specific traits—such as high intelligence, creativity, and responsibility—at levels not found in other people. Then researchers developed the hypothesis that leadership traits were behavioral and coul\yd be developed. Contingency theory (also called situational leadership) advanced the notion that effective leadership behaviors were dependent upon what the situation called for (Hersey, 1984). Transactional and transformational theories of leadership examined the relationship bet ween leaders and followers and the ability of leaders to motivate fol lowers to make transformational changes (Bass, 1990). Bolman and Deal (1991) developed a framework for classifying leaders, arguing that leaders had strengths in one or more of four frames: structural, human resource, political, and symbolic. Leaders can use the frames as a way of assessing their strengths and the strengths and weaknesses of their lead\y ership team. Several other assessments have been used to identify preferred individual and group leadership styles.

Kent Farnsworth (2007) applied the Greenleaf concept of servant leadership to higher education, arguing that leadership is essentially an act of service. Haden and Jenkins (2015) describe nine virtues of excep tional leaders. They make a case that the most effective leaders have in common the virtues of humility, honesty, courage, perseverance, hope, charity, balance, wisdom, and justice. Pairing practitioners and researchers, Campbell (1985) addressed community college leadership Boggs, George R., and Christine J. McPhail. Practical Leadership in Community Colleges : Navigating Today's Challenges, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=4560554.

Created from capella on 2020-07-20 11:47:32.

2 practical leadership in community col\yle\fes in the areas of strategic planning, governance, finance, curriculum, human resources, technology, resource development, and public rela tions. Myron and colleagues (2003) examined the issues of transformational change, organizational design, policy development, student develop ment, curriculum development and instructional delivery, workforce development, staff development, and resource development as they apply to leadership in community colleges. Also writing specifically for community colleges, Pamela Eddy (2010) made a case for viewing leadership from a multidimensional perspective: that a community college leader requires a variety of competencies—some skill based, some personality based, and others learned through experience. Eddy (2012) followed that publication with an issue of New Directions in Community Colleges that focused on the development, study, and implementation of the leadership competencies published by the American Association of Community Colleges in 2005 with support of the W. K. Kellogg Foundation. Roueche and Jones (2005) argued for the importance of entrepreneurial leadership and the willingness to take calculated risks to advance an institution, especially in an environment of declining public resources.

Scholars have studied leadership for a clear reason: it makes a difference. Byron McClenney, member of the Colorado Board for Community Colleges and Occupational Education and national director of leadership for Achieving the Dream (ATD), told George Boggs in a personal interview in 2011 that the ATD college coaches reached con sensus on what matters the most in improving student success: leader ship. The leadership that McClenney talked about was not only leadership on the part of the president, but also leadership at the board, faculty, and mid‐level administrative levels. The American Association of Community Colleges (AACC) published its list of competencies for community college leaders in 2005, with a second edition in 2013 (AACC, 2013). The AACC competencies have been studied extensively, and there have been no arguments about their appropriateness. The competencies listed in the revised version include organizational strategy; institutional finance, research, fundraising, and resource management; communication; collaboration; and advocacy. The curricula of leadership development programs and workshops should be reviewed to determine what skills and competencies they intend\y to develop. It is equally important for leaders to assess the competencies of their leadership teams and to provide development opportunities that build the skills needed to respond effectively to issues and to effect positive organizational change. Boggs, George R., and Christine J. McPhail. Practical Leadership in Community Colleges : Navigating Today's Challenges, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=4560554.

Created from capella on 2020-07-20 11:47:32.

leadership issues mana\fement 3 In its most recent reports, Reclaiming the American Dream: Community Colleges and the Nation’s Future (2012) and Empowering Community Colleges to Build the Nation’s Future: An Implementation Guide (2014), AACC has laid out an ambitious agenda that requires strong college leadership\y and institutional transformation. The reports are a critical analysis of the colleges and call on college leaders to be more accountable for student success outcomes. Although there has been a great deal of research about leadership in general, some publications dealing specifically with community college functions that require leadership, and competencies required for effective community college leadership, there has not been much focus on the practical issues that community college leaders face—often on a daily\y basis—and the impact that their responses can have. Leaders need to understand the different points of view that constituents bring to issue\ys and how these issues can best be dealt with—or how an improper response can create significant problems for an institution and its leadership. Thinking About Issues The list of issues facing today’s community college leaders is extensive:

student unrest, racial and ethnic tensions, campus emergencies, guns on campus, safety and security, cybersecurity threats, increased calls for accountability, college completion rates, developmental education out comes, athletic injuries, sexual assault, academic integrity, and many others. Leaders face a variety of circumstances that provide options to consciously or unconsciously respond. The situations in which leaders find themselves often lead to questions, challenges, or matters that can be contested. For the purposes of this book, leadership issues are matters that involve people—both internal and external to the campus—and their beliefs and values. Leaders need to understand that there can be legitimate differences of opinion about how the issues should be managed\y.

Many of these issues can be dealt with by referring to existing policies, procedures, regulations, contracts, or laws. Others are more intricate and require careful thought and preparation. Community colleges are multi faceted, complex, and diverse organizations, and the issues faced by stu dents, faculty, staff, administrators, and trustees are often both difficult and sensitive. There are many methods used to analyze leadership and styles of leadership, but the true test of a leader can best be measured by how the leader anticipates and manages the issues that emerge every day \y at every community college. Boggs, George R., and Christine J. McPhail. Practical Leadership in Community Colleges : Navigating Today's Challenges, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=4560554.

Created from capella on 2020-07-20 11:47:32.

4 practical leadership in community col\yle\fes Origin of Issues College issues frequently arise internally. They can be the result of an unexpected crisis, an accident, or interactions between and among stu dents, faculty, and staff—or perhaps a difference of opinion in how a policy should be interpreted or how resources should be allocated.

Divisions within the college, because of departmental structure or the separation of academic programs, technical programs, student services, and administrative services, are often sources of disagreement caused by differing perspectives. Personality, behavioral, and style differences can cause employment issues. Even such issues as assignment of offices or classroom space can cause dissention. Decisions by an administrator in one area of a college might create issues for administrators in another \y area. Perceptions of fairness—or lack of it—can affect campus climate.

Administrators who want to respond quickly to a community or business need for a program might clash with faculty who want to move more slowly to ensure quality. Cultural or racial differences or insensitivities can lead to difficult and persistent issues. The negotiating strategies of employee unions and advocacy groups often create issues for college leadership.

College employees can best contribute to the success of the college when they receive proper orientation and are provided professional development opportunities that are aligned with the college’s mission and vision. In too many instances, inadequate or misdirected orientation and development programs leave employees with an insufficient under standing of how their roles and the roles of other employees contribute \y to the overall college mission. This lack of understanding is often the source of internal issues that confront college leaders. Sometimes issues emerge externally from the community, from local businesses, from city or county officials, or at the state or national levels.

Community members might complain about noise coming from college facilities, traffic caused by the college, or students parking in residential areas.

Business owners might ask the college to find better ways to meet their \y need for skilled workers, or they might complain about unfair competition from college food services, child care programs, or the college bookstore.

State policy makers might make decisions that affect college funding or operations—or they may establish scorecards to publically highlight specific measures of college effectiveness. Accreditors might recommend changes in practices and policies or require the college to develop impr\yoved measures of student learning. National policy makers might challenge Boggs, George R., and Christine J. McPhail. Practical Leadership in Community Colleges : Navigating Today's Challenges, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=4560554.

Created from capella on 2020-07-20 11:47:32.

leadership issues mana\fement \b colleges to improve graduation rates or to lower loan default rates, or they make decisions to change regulations that affect colleges and their stud\yents.

Foundations and the organizations they fund can challenge colleges to improve rates of student success in developmental and college programs.

Relationships with the school districts that host concurrent enrollment \y programs or send graduates to the college can sometimes create issues for leaders. Challenges often originate from relationships with other higher education institutions that accept community college transfers or with the institutions that compete with community colleges for students. Issues in the larger society often spill over to college campuses. Protests of the continued police shootings of African American males and the “Black Lives Matter” movement have led to racial demonstrations on campuses that are reminiscent of the student activism of the 1960s. In fact, the Higher Education Research Institute at the University of California at Los Angeles reported that the fall 2016 entering freshman class is the most likely to protest in half a century (Kueppers, 2016).

Students are demanding more racial diversity in the faculty and leader ship of colleges and the removal of symbols and names and images of college founders or former presidents whom they brand as racist. At the University of Missouri, the November 2015 student protests led to the resignation of the university president and chancellor. Shootings at campuses, such as the October 2015 attack at Umpqua Community College in Oregon, have raised renewed concerns about campus safety and security. Several states have passed legislation allowing guns on cam puses, requiring leaders to address new concerns from faculty, staff, stu dents, and parents. Terrorism and political posturing have led to concerns about tolerance and respect for people who have different religious beliefs. Importance of Managing Issues The health of any organization depends upon how effectively, efficiently, and consistently issues are managed. Issues that are allowed to linger often have a detrimental effect on the organization and its ability to function. Issues that are dealt with inconsistently or without explanation can adversely affect the morale of the organization’s people. Clear insti tutional policies and procedures (and clear employee contract language \yin collective bargaining environments) are important tools to ensure that \yissues are handled fairly and consistently. However, there are times when issues are not covered by a policy or procedure or when they can be interpreted in \y more than one way. How leaders manage issues determines both their Boggs, George R., and Christine J. McPhail. Practical Leadership in Community Colleges : Navigating Today's Challenges, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=4560554.

Created from capella on 2020-07-20 11:47:32.

6 practical leadership in community col\yle\fes own effectiveness as leaders and the effectiveness of the organizations they lead.

Readers of this book will examine issues and how leaders manage them within the organizations they lead as well as those external issues\y that affect colleges, their students, and their employees. Effective issue anticipation, management, and response are critical skills for successful leaders in any organization. Although several typical and emerging issues are examined in this book, the exact nature of the issue is not as impor tant as the specific skills that allow leaders and policy makers to mana\yge effectively the diverse issues that are critical to fulfilling the insti\ytution’s mission successfully. For leaders, issues that require response and management are continu ally emerging and evolving. In this book, we encourage leaders to move beyond simply being responders to issues and instead study how to antic ipate and manage issues effectively. Leaders need to think about how they might respond to an issue before they are faced with a potential crisis.\y Issues have interesting qualities and cycles, and their relative importance is open to individual interpretation. People who are affected by a challenge or problem that threatens an institution’s ability to function effectively have many different perceptions and points of view. Differing opinions about issues may cause dissention within an organization and may even divert the focus away from the organization’s primary mission. Each individual has a personal “construct” of an issue. How issues are viewed depends upon position, education, experience, beliefs, values, and myriad other factors. These different constructs present a significant challenge for leaders to take actions that will successfully move an issue to sati\ysfac tory resolution. Most often, for any issue, there are both pro and con sides. Sometimes, issues are multifaceted. It is critical to understand these varying viewpoints in formulating actions that will successfully move the issue forward. Not only are issues continually changing, but also effective issue management challenges leaders to do things differently. Doing things dif ferently within an organization challenges the status quo and is often m\yet with resistance. The effective leader is able to navigate the issue to a res olution that is aligned with the overall mission of the organization.

A Model for Issue Management Although leaders sometimes have to respond quickly to an issue, usually there is time to obtain valuable advice before deciding on a course of a\yction.

College administrators often seek the advice of advisory committees, Boggs, George R., and Christine J. McPhail. Practical Leadership in Community Colleges : Navigating Today's Challenges, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=4560554.

Created from capella on 2020-07-20 11:47:32.

leadership issues mana\fement 7 cabinets, colleagues, personal coaches, or mentors. Leaders and students of leadership should review research reports, opinion editorials, or news articles about difficult issues. Leaders are wise to think about emerging issues that are reported in higher education news publications and to di\ys cuss them with their colleagues or leadership teams. Mock exercises or simulations that focus on how leadership would handle a similar situatio\yn can be valuable preparation for dealing with future issues. Written policies and procedures are helpful in deciding many issues.

In all cases, it is important for a leader to be open‐minded and respectful of all points of view, to have thought seriously about the legalities and ethics involved in issue management, and to know what line not to cross when deciding on a course of action. When issues are particularly complex and sensitive, a more systematic way of studying them, such as the model adapted from Bill Piland’s unpublished doctoral student guide at San Diego State University outlined here, can be valuable.

Students of leadership can use these steps to analyze leadership issues and decide how effectively they were managed and whether the issues could have been better managed differently. Leaders and leadership teams can make use of the steps to think about how issues should be managed.

1. Identify the Issue. Develop a concise written statement that specifically defines the issue. How important is the issue? How urgent is it? It is often valuable to check with others to see whether your definition of the issue matches theirs. Are there secondary or unspoken issues that might be important? Is the issue that you have identified the real issue, or is it a symptom of an underlying issue?

2. Clarify the Issue. Briefly describe the context in which the issue is being presented. Why is the issue emerging now? Is it related to other issues? What are the viewpoints or positions that exist concerning the issue (e.g., the pro and con sides to the issue). Are there more than two sides to the issue? How does the issue relate to the core values of the college? Why is managing the issue important?

3. Analyze the Issue. What are the viewpoints on the issue? Do people have differing views as to how the issue should be addressed? For each of the viewpoints you have identified, use the following questions to guide your analysis:

a. Identification of Viewpoint: Describe each viewpoint. What are the positive and negative implications of each viewpoint? Boggs, George R., and Christine J. McPhail. Practical Leadership in Community Colleges : Navigating Today's Challenges, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=4560554.

Created from capella on 2020-07-20 11:47:32.

8 practical leadership in community col\yle\fes b. Recognition of Assumptions and Context: What assumptions are being made by those who advocate for each viewpoint?

What is the context in which each position is being presented?

Was the viewpoint presented as a recommendation or a challenge? What level of training, experience, and background do the advocates for each viewpoint have? Where do the advocates work or study and what positions do they have?

How do their positions and responsibilities affect their viewpoints? Where are the viewpoints presented (e.g., letter, email message, journal, newspaper, book, speech, demand list)?

How did the issue emerge? Who received the arguments for the viewpoints (e.g., college leadership, board of trustees, general public)? How were the viewpoints presented (e.g. fact, theory, conjecture)? How do the assumptions identified help support or hinder acceptance of each viewpoint? How might your own assumptions affect your understanding or acceptance of the positions being presented?

c. Analysis of Supporting Argument: Do the advocates for the viewpoints provide logical arguments for the positions taken?

Are the points made based on facts or opinions? Are the arguments for the position presented in a clear manner without straying to unrelated issues? Do others support the positions?

d. Evaluation of Conclusions: Are the conclusions clearly stated in the viewpoints presented? Are the conclusions consistent with the logic of the arguments presented? Are the conclusions directly related to the viewpoints?

e. Courses of Action: Do the advocates for the viewpoints provide any suggestions for actions that need to be taken to support the positions? Are the proposed actions consistent with the supporting argument and conclusions of each of the viewpoints?

Are the suggested actions reasonable given the context of the issue presented? How aligned are they with the mission of the college and with student access, learning, and success? By addressing the issue, who will be affected and in what ways?

f. Impact of Actions: How well are the possible courses of action aligned with the college mission? How will a decision affect the college’s people—in particular, students and their learning?

How will the course of action affect college resources? What effect will it have on college facilities and safety and security for students and employees? Boggs, George R., and Christine J. McPhail. Practical Leadership in Community Colleges : Navigating Today's Challenges, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=4560554.

Created from capella on 2020-07-20 11:47:32.

leadership issues mana\fement 9 4. Review Legal Implications. Are there laws that come into play as this issue is being addressed? Will a decision create potential legal problems for the college or its people? Are there college policies or procedures that must be followed in addressing the issue?

5. Review Ethical Implications. Are there any ethical or moral implications involved in the issue? Will a decision that is aligned with a viewpoint compromise ethics or values? Is it an issue that involves fairness?

6. Ensure Appropriate Processes Are Followed. Is there time to involve appropriate college governance or administrative committees? Who should be informed that the issue is being addressed? What is the timeline for resolving the issue? Who will decide on a course of action (e.g., college president, department chair, dean, provost, vice president, board of trustees, state legislature, federal government)? Do you have the authority and responsibility to make the decision?

7. State Your Position. After listening, reading, and analyzing the various viewpoints presented on the issue, decide on a course of action. Use the following steps to support your position:

a. Specifically state your position on the issue.

b. Support your position using your analysis.

c. What actions will you take as a result of your position?

8. Communicate Your Position. Communicate the position you have taken and why. Indicate your respect for individuals who have a different point of view. Is your decision final, or will you need endorsement of a higher‐level administrator or a board of trustees?

Determine the best method of communication. Should it be face to face or in writing? Ensure that all appropriate and interested parties are notified.

9. Identify Leadership Implications. Given the context of your decision, what are the implications for the college or district? How will your decision support the institutional mission; affect employee morale; and support student access, learning, and success? If the ultimate decision is to be made by others, how can you best present your point of view to the decision makers? If the decision is not one that you agree with, can you support it and help to make it work? Boggs, George R., and Christine J. McPhail. Practical Leadership in Community Colleges : Navigating Today's Challenges, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=4560554.

Created from capella on 2020-07-20 11:47:32.

10 practical leadership in community col\yle\fes Life Balance One of the most challenging aspects of community college leadership is that the issues cannot always be “turned off” when it is time to go home. Leaders often struggle to maintain balance in their lives. Although leaders generally have a high capacity for work, they also need time to maintain their personal and spiritual lives. Family relationships are par ticularly important. It is important for leaders to block out some time on their calendars for personal time and reflection. Sometimes, however, leaders have to make difficult choices between a work‐related issue a\ynd personal events.

Anticipating Issues and Potential Outcomes With experience in leadership and an understanding of organizational dynamics, it is often possible to foresee emerging issues and to take early action to address them at a stage that is less critical or troubling for\y the organization. Leaders can pick up on trends and concerns in informal discussions by attending meetings, reading meeting minutes, and by talking with students and members of the community. Serving on boards of community organizations provides a way to pick up on community concerns and to identify potential opportunities for the college. Reading daily education publications and newspapers can alert leaders about potential new requirements or regulations that can create issues for the college or its students. Attending state and national meetings and legislative or congressional hearings not only can alert leaders to pote\yntial issues but also can provide an opportunity to shape decisions that have the potential to create difficult issues for college leadership. Economic cycles present a classic case for issue anticipation. College leaders who foresee an economic downturn can act to prepare the college by making some decisions that minimize the negative consequences or make the resulting issues less severe. Sometimes issues emerge without warning and do not provide a leader with an opportunity to take early action—and sometimes they are urgen\yt and do not give leaders the time to consult with committees or colleagues.

In these cases, it is important for leaders to have spent some time studying issues and case studies such as those discussed in this book. Thinking in advance about crisis management or dealing with unexpected issues will pay off when faced with a very real situation. Leaders should review case studies and practice simulations with their leadership teams so everyone\y has a common vision and set of values to deal with issues as they emerge\y. Boggs, George R., and Christine J. McPhail. Practical Leadership in Community Colleges : Navigating Today's Challenges, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=4560554.

Created from capella on 2020-07-20 11:47:32.

leadership issues mana\fement 11 Managing issues poorly or allowing them to linger can have a detri mental effect on a college. Sometimes poor management of an issue can be costly to the career of a college leader. At the same time, leaders who learn how to manage issues fairly and effectively and to maintain the trust of those they lead can have a significant and positive impact on a\y college and on the lives of the people they touch. The issues, scenarios, and cases addressed in this book are based upon real situations. Often, they are emerging issues and issues that policy makers are struggling with, including emergency preparedness, data secu rity, sexual harassment, college completion, developmental education, community college baccalaureates, performance‐based funding, transfer barriers, proposed federal and state regulations, accreditation, rating of colleges, declining public support, diversity, equity, inclusion, civility, civil disobedience, academic freedom, governance, unions, votes of no confidence, organizational change, online classes, flipped classrooms, and many others. Issues to Consider A. In the fall of 2000, a janitor witnessed former Pennsylvania State University assistant football coach, Jerry Sandusky, performing oral sex on a young boy in a locker room on campus. Later that day, another janitor saw Sandusky showering with a boy who appeared to be twelve years old. The two staff members conferred with each another but told nobody else. They believed that if they reported the incidents they would be fired (Grasgreen, 2012).

What can leaders do to create an environment on campus in which people feel safe enough to report bad news or inappropriate behavior? Were there mistakes in how the leadership at Penn State dealt with the crisis?

B. Two of the University of Missouri’s top leaders resigned in November 2015 after student activists railed against what they saw as a divisive racial climate on campus. They accused the president of the university of not addressing racist and bigoted incidents. What should a leader do in response to racial, ethnic, or religious slurs?

C. Because some subjects discussed in college classes are sensitive and may cause significant levels of stress to some students, some college leaders are advocating the use of “trigger warnings” to give students prior notice of sensitive subjects. However, the use of Boggs, George R., and Christine J. McPhail. Practical Leadership in Community Colleges : Navigating Today's Challenges, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=4560554.

Created from capella on 2020-07-20 11:47:32.

12 practical leadership in community col\yle\fes trigger warnings is not universally accepted. In fact, conservatives are saying college is about confronting students with uncomfortable ideas to assist in the learning process. Do you think the use of trigger warnings is a good practice? What issues might be caused if college leaders advocated that these warnings should be noted in course syllabi?

REFERENCES American Association of Community Colleges. (2012). Reclaiming the American Dream: Community Colleges and the Nation’s Future. A Report of the 21st‐Century Commission on the Future of Community Colleges.

Washington, DC: Author. Retrieved from: http://aacc.wpengine.com/ wp‐content/uploads/2014/03/21stCenturyReport.pdf.

American Association of Community Colleges. (2013). AACC Competencies for Community College Leaders (2nd ed.). Washington, DC: Author. Retrieved from: http://www.aacc.nche.edu/newsevents/Events/leadershipsuite/ Documents/AACC_Core_Competencies_web.pdf.

American Association of Community Colleges. (2014). Empowering Community Colleges to Build the Nation’s Future: An Implementation Guide.

Washington, DC: Author. Retrieved from: http://www.aacc21stcentury Case Scenario The chair of your college’s counseling department informs you that she has heard that high school counselors are telling juniors and seniors not to consider attending a community college. She tells you that high school students are being told that community colleges are low‐class institutions for losers. If students cannot be accepted by a major private university, they are told to apply to the nearest state university and to stay away from the local community college. High school publications indicate that 25 percent of graduating seniors are accepted directly into universities. No mention is ever made of how many graduates attend the local community college. What issues does the scenario create? What leadership competencies are involved? Who should be involved in addressing the situation? What actions would you take? Are there lessons to be learned? Boggs, George R., and Christine J. McPhail. Practical Leadership in Community Colleges : Navigating Today's Challenges, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=4560554.

Created from capella on 2020-07-20 11:47:32.

leadership issues mana\fement 13 center.org/wp‐content/uploads/2014/04/EmpoweringCommunityColleges_ final.pdf.

Bass, B. M. (1990). Bass & Stogdill’s Handbook of Leadership Theory, Research, and Management Applications (3rd ed.). New York, NY:

Free Press.

Bolman, L., & Deal, T. (1991). Reframing Organizations: Artistry, Choice, and Leadership. San Francisco, CA: Jossey‐Bass.

Campbell, D. (1985). Leadership Strategies for Community College Effectiveness. Washington, DC: American Association of Community Colleges.

Eddy, P. (2010). Community College Leadership: A Multidimensional Model for Leading Change. Sterling, VA: Stylus.

Eddy, P. (2012). Leading for the Future: Alignment of AACC Competencies with Practice. New Directions for Community College (No. 159).

San Francisco, CA: Jossey‐Bass.

Farnsworth, K. (2007). Leadership as Service. Westport, CT: Praeger.

Grasgreen, A. (2012, July 13). Culture of Complacency. Inside Higher Ed. Retrieved from: https://www.insidehighered.com/news/2012/07/13/ freeh‐report‐faults‐penn‐state‐athletics‐culture.

Haden, N., & Jenkins, R. (2015). The Nine Virtues of Exceptional Leaders. Atlanta, GA: Deeds Publishing.

Hersey, P. (1984). The Situational Leader. New York, NY: Warner Books.

Kueppers, C. (2016, February 11). Today’s Freshmen Class is the Most Likely to Protest in Half a Century. Chronicle of Higher Education. Retrieved from:

http://chronicle.com/article/Today‐s‐Freshman‐Class‐Is/235273.

Myron, G., Baker, G., Simone, B., & Zeiss, T. (2003). Leadership Strategies for Community College Executives. Washington, DC: Community College Press.

Roueche, J., & Jones, B. (2005). The Entrepreneurial Community College. Washington, DC: Community College Press. Boggs, George R., and Christine J. McPhail. Practical Leadership in Community Colleges : Navigating Today's Challenges, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=4560554.

Created from capella on 2020-07-20 11:47:32.

Boggs, George R., and Christine J. McPhail. Practical Leadership in Community Colleges : Navigating Today's Challenges, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/capella/detail.action?docID=4560554.

Created from capella on 2020-07-20 11:47:32.