{"title":"社区学院领导力博士课程的优先事项、课程设置和演变:主任和校友的观点","authors":"Jonathan T. Pryor, Brett Ranon Nachman","doi":"10.1007/s10755-024-09727-3","DOIUrl":null,"url":null,"abstract":"<p>As community colleges continue to face challenges in serving an ever-changing student population and a wave of presidential retirements, the next generation of senior community college leaders is surfacing. To prepare these top-level administrators, doctoral-level community college leadership (CCL) programs often serve as a viable mechanism for supporting leaders in their professional practice. Nonetheless, minimal knowledge exists about what benefits and skills alumni - current community college leaders - gain from doctoral CCL programs and how such programs and their directors build and evolve programming to meet their students’ needs. This qualitative case study employs the theory of planning practice to account for how directors shape CCL programming, ultimately uncovering how doctoral CCL programs’ processes contribute to programmatic priorities, curriculum, and evolution. Through interviews with seven doctoral CCL program directors and 16 alumni, our findings show the value of thoughtful program design, intentional curriculum, and evolution of programming to support students. Study implications call for further exploration across many directions, such as the role of an increasing shift to online programming and how alumni play crucial roles in recruiting and mentoring incoming doctoral students to CCL programs.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"42 1","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Doctoral Community College Leadership Program Priorities, Curriculum, and Evolution: Director and Alumni Perspectives\",\"authors\":\"Jonathan T. Pryor, Brett Ranon Nachman\",\"doi\":\"10.1007/s10755-024-09727-3\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>As community colleges continue to face challenges in serving an ever-changing student population and a wave of presidential retirements, the next generation of senior community college leaders is surfacing. To prepare these top-level administrators, doctoral-level community college leadership (CCL) programs often serve as a viable mechanism for supporting leaders in their professional practice. Nonetheless, minimal knowledge exists about what benefits and skills alumni - current community college leaders - gain from doctoral CCL programs and how such programs and their directors build and evolve programming to meet their students’ needs. This qualitative case study employs the theory of planning practice to account for how directors shape CCL programming, ultimately uncovering how doctoral CCL programs’ processes contribute to programmatic priorities, curriculum, and evolution. Through interviews with seven doctoral CCL program directors and 16 alumni, our findings show the value of thoughtful program design, intentional curriculum, and evolution of programming to support students. Study implications call for further exploration across many directions, such as the role of an increasing shift to online programming and how alumni play crucial roles in recruiting and mentoring incoming doctoral students to CCL programs.</p>\",\"PeriodicalId\":47065,\"journal\":{\"name\":\"Innovative Higher Education\",\"volume\":\"42 1\",\"pages\":\"\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-08-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Innovative Higher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s10755-024-09727-3\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Innovative Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s10755-024-09727-3","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Doctoral Community College Leadership Program Priorities, Curriculum, and Evolution: Director and Alumni Perspectives
As community colleges continue to face challenges in serving an ever-changing student population and a wave of presidential retirements, the next generation of senior community college leaders is surfacing. To prepare these top-level administrators, doctoral-level community college leadership (CCL) programs often serve as a viable mechanism for supporting leaders in their professional practice. Nonetheless, minimal knowledge exists about what benefits and skills alumni - current community college leaders - gain from doctoral CCL programs and how such programs and their directors build and evolve programming to meet their students’ needs. This qualitative case study employs the theory of planning practice to account for how directors shape CCL programming, ultimately uncovering how doctoral CCL programs’ processes contribute to programmatic priorities, curriculum, and evolution. Through interviews with seven doctoral CCL program directors and 16 alumni, our findings show the value of thoughtful program design, intentional curriculum, and evolution of programming to support students. Study implications call for further exploration across many directions, such as the role of an increasing shift to online programming and how alumni play crucial roles in recruiting and mentoring incoming doctoral students to CCL programs.
期刊介绍:
Innovative Higher Education is a refereed scholarly journal that strives to package fresh ideas in higher education in a straightforward and readable fashion. The four main purposes of Innovative Higher Education are: (1) to present descriptions and evaluations of current innovations and provocative new ideas with relevance for action beyond the immediate context in higher education; (2) to focus on the effect of such innovations on teaching and students; (3) to be open to diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal; and (4) to strike a balance between practice and theory by presenting manuscripts in a readable and scholarly manner to both faculty and administrators in the academic community.