"它将打开大门":社区学院博士领导力课程的校友感言

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
B. Nachman, Jonathan T. Pryor, Michael T. Miller
{"title":"\"它将打开大门\":社区学院博士领导力课程的校友感言","authors":"B. Nachman, Jonathan T. Pryor, Michael T. Miller","doi":"10.1177/00915521231218232","DOIUrl":null,"url":null,"abstract":"Objective/Research Question: For decades doctoral community college leadership programs have prepared students for the challenges and rewards in steering community college campuses, yet minimal scholarship has explored these programs’ efficacy in serving their students. This study explores community college leaders’ motivations in starting, learning experiences during, and takeaways following participation in doctoral community college leadership programs. Methods: This narrative inquiry study draws on action learning as the theoretical framework and entails interviews with 19 community college administrators who graduated from doctoral community college leadership programs. Results: Findings are threefold, each related to the distinct pieces associated with the research questions at hand. Students’ motivations for enrolling in programing stem from financial and geographic accessibility, institutional credibility, personal fulfillment, and desires to advance their careers. During their time in programs, students benefited from curriculum that prepared them for their dissertations, cohort-based approaches that afforded community, and applicable assignments and activities that directly related to their roles as community college practitioners. Following their doctorate, students reflected on the value of having this degree for propelling their careers and recommended opportunities for programmatic improvement. Conclusion/Contributions: These findings offer new perspective into what doctoral community college leadership programs accomplish in supporting students’ objectives and professional practices, and also unveil ideas toward programmatic adjustments.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":"23 1","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"“It’s Gonna Open Up Doors”: Alumni Reflections of Doctoral Community College Leadership Programs\",\"authors\":\"B. Nachman, Jonathan T. Pryor, Michael T. Miller\",\"doi\":\"10.1177/00915521231218232\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Objective/Research Question: For decades doctoral community college leadership programs have prepared students for the challenges and rewards in steering community college campuses, yet minimal scholarship has explored these programs’ efficacy in serving their students. This study explores community college leaders’ motivations in starting, learning experiences during, and takeaways following participation in doctoral community college leadership programs. Methods: This narrative inquiry study draws on action learning as the theoretical framework and entails interviews with 19 community college administrators who graduated from doctoral community college leadership programs. Results: Findings are threefold, each related to the distinct pieces associated with the research questions at hand. Students’ motivations for enrolling in programing stem from financial and geographic accessibility, institutional credibility, personal fulfillment, and desires to advance their careers. During their time in programs, students benefited from curriculum that prepared them for their dissertations, cohort-based approaches that afforded community, and applicable assignments and activities that directly related to their roles as community college practitioners. Following their doctorate, students reflected on the value of having this degree for propelling their careers and recommended opportunities for programmatic improvement. Conclusion/Contributions: These findings offer new perspective into what doctoral community college leadership programs accomplish in supporting students’ objectives and professional practices, and also unveil ideas toward programmatic adjustments.\",\"PeriodicalId\":46564,\"journal\":{\"name\":\"Community College Review\",\"volume\":\"23 1\",\"pages\":\"\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2023-12-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Community College Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/00915521231218232\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Community College Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/00915521231218232","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

目标/研究问题:几十年来,社区学院领导力博士项目一直在帮助学生为指导社区学院校园所面临的挑战和回报做好准备,但很少有学者探讨这些项目在服务学生方面的功效。本研究探讨了社区大学领导者参加社区大学领导力博士项目的动机、学习经历和收获。研究方法:这项叙事调查研究以行动学习为理论框架,对 19 名毕业于社区学院领导力博士项目的社区学院管理人员进行了访谈。结果:研究结果有三个方面,每个方面都与手头的研究问题相关。学生报名参加项目的动机来自于经济和地理位置的便利性、机构信誉、个人成就感以及促进职业发展的愿望。在项目学习期间,学生们受益于为他们的论文做准备的课程、以小组为基础的方法、与他们作为社区大学实践者的角色直接相关的作业和活动。获得博士学位后,学生们反思了获得这一学位对推动其职业发展的价值,并提出了改进教学计划的建议。结论/贡献:这些发现为社区学院领导力博士项目在支持学生的目标和职业实践方面提供了新的视角,同时也揭示了项目调整的思路。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“It’s Gonna Open Up Doors”: Alumni Reflections of Doctoral Community College Leadership Programs
Objective/Research Question: For decades doctoral community college leadership programs have prepared students for the challenges and rewards in steering community college campuses, yet minimal scholarship has explored these programs’ efficacy in serving their students. This study explores community college leaders’ motivations in starting, learning experiences during, and takeaways following participation in doctoral community college leadership programs. Methods: This narrative inquiry study draws on action learning as the theoretical framework and entails interviews with 19 community college administrators who graduated from doctoral community college leadership programs. Results: Findings are threefold, each related to the distinct pieces associated with the research questions at hand. Students’ motivations for enrolling in programing stem from financial and geographic accessibility, institutional credibility, personal fulfillment, and desires to advance their careers. During their time in programs, students benefited from curriculum that prepared them for their dissertations, cohort-based approaches that afforded community, and applicable assignments and activities that directly related to their roles as community college practitioners. Following their doctorate, students reflected on the value of having this degree for propelling their careers and recommended opportunities for programmatic improvement. Conclusion/Contributions: These findings offer new perspective into what doctoral community college leadership programs accomplish in supporting students’ objectives and professional practices, and also unveil ideas toward programmatic adjustments.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信