Chronicle

So, Jeffrey tells me that you are actually write on a blog like all the time versus my once in while approach. My news of today is that I had a piece in the Chronicle of Higher Education today. Laura thinks this is geeky -- something she has come to expect!

Here's the article if you care to read it!

From the issue dated March 27, 2009 COMMENTARY

Wanted: Community-College Leaders to Serve in the Hinterlands

By PAMELA L. EDDY

Signs of a leadership crisis in community colleges have been building over the past decade, with one study predicting that as many as 84 percent of current presidents could retire within the next 10 years. Several plans of action are under way to handle this changing of the guard, including more leadership-preparation programs offered by such groups as the American Association of Community Colleges, the American Council on Education, and the League for Innovation in the Community College, to name a few. Universities have also begun to ramp up specialized doctoral programs that focus on community-college leadership. What is missing in this whirlwind of activity, however, is an acknowledgment of the critical issues that rural community colleges and their leaders face.

Rural community colleges in fact comprise 60 percent of all community colleges, making them too numerous to ignore. Under the worst-case scenario, more than 1,000 presidential searches could take place in the next decade to fill vacancies in rural locales. Isolated locations, lower pay, and a lack of cultural events all make it difficult to attract and retain rural college leaders.

Leading in rural areas is tough, both personally and professionally. First, leaders are isolated from typical amenities such as shopping, the arts, and entertainment outlets, and often have limited social circles. Second, they often live and work far from the political hub of their states and have fewer opportunities to lobby on behalf of their campuses. Finally, rural locales often have stagnant economies and have witnessed population drops as graduates seek employment in more urban areas, making them less attractive to aspiring presidents.

Rural leaders have fewer resources and greater economic constraints. Yet they are still expected to meet the tripartite mission of the community college in sending transfer students to four-year institutions, educating the work force, and aiding in economic development. Indeed, rural colleges are often looked to by the community as the engine for economic development and the provider of cultural events.

Rural college leaders also experience a loss of anonymity. They are big fish in small towns, often coming face to face with their faculty members, staff members, and constituents while shopping for groceries or playing a round of golf. These close relationships present a double-edged sword: On the one hand, close relationships allow rural leaders to build quick partnerships and easily deal with key community members. On the other hand, there is no escaping the presidential role. The smallness of the area also means that there are often family ties among staff, board members, and community leaders. Outsiders taking over as rural leaders initially need to tread softly, since one never knows how people are connected.

To complicate matters, there is a slowdown in the pipeline to the presidency. Rural leaders are often promoted from within. However, enticing faculty members to get on the leadership pathway is difficult. Some may resist giving up their summers, or, in some cases, even taking a pay cut for an administrative role. Most midlevel administrators came to their positions accidentally and have not planned for a longer career, let alone a presidential role.

All these challenges require intentional planning for the pending leadership transitions in the heartland. Following are suggestions about how institutions, current leaders and mentors, and individuals can prepare:

Institutions

Colleges can take a number of steps to help create a pool of future rural leaders. More than a third of all current community-college presidents were promoted from within, a 2007 ACE study found, with rural community colleges often pulling even greater numbers from their ranks. Several templates exist for grow-your-own leadership models, with the community-college association and midSouth Partnership for Rural Community Colleges both providing useful examples. Colleges should also:

Seek out professional affiliations. Getting your institution involved with leadership groups can expose your campus to potential recruits. Additionally, staff members can benefit from opportunities to network with other professionals. The community-college association hosts the Rural Community College Alliance and the Council for the Study of Community Colleges, both of which sponsor annual conferences. Check out regional opportunities as well.

Develop partnerships with universities and urban two-year institutions in the region. Colleges can join together to play host to leadership trainings and workshops. Regional universities may also provide courses for community-college staff members, including doctoral-degree programs, a crucial credential for future presidents. Online consortia can help rural institutions form ties elsewhere.

Look for leadership training and opportunities. Future leaders can benefit from national programs such as the AACC Presidents Academy and Future Leaders Institute, the Chair Academy at the Maricopa County Community College District, and the League for Innovation's Executive Leadership Institute. Institutions can also create their own programs to grow future leaders.

Current leaders and mentors

Leaders and mentors serve a critical role in expanding the pipeline for rural leaders. Often, faculty members and entry-level administrators are not thinking of a long-term administrative career. Mentors can plant a seed of aspiration in up-and-coming administrators. It is often the tap on the shoulder and the nudge to consider an advanced position that first gets staff members to think of themselves as potential college leaders. Presidents. current leaders, and mentors need to:

Cast a wide net. Identifying potential leaders is the key first step. It is important to consider individuals who may not be "typical" or fit a historical model for leadership. Atypical candidates might come to leadership roles from student affairs, technology areas, or the library. Similarly, white men have historically led community colleges, and while this model is slowly changing, women and minority leaders are a long way from reaching parity in the leadership ranks.

Provide leadership opportunities at different career stages. Community-college presidents often say, "I've held just about every job at the college and the next step for me was becoming president." Providing aspiring leaders with a wide variety of experiences helps to build their skill base and eliminate surprises.

Showcase team leadership. Often leaders get their first taste of administration by working on a collegewide project. The success of these projects allows team leaders to build skills and confidence, and allows upper-level administrators to see their potential.

Give advice! Providing a sympathetic ear and discussing your own experience allows aspiring leaders to walk in your shoes. Tell others how you have found leadership — the good, the bad, and the ugly — so they can begin envisioning how they, too, could become leaders.

Individuals

You may simply be toying with the idea of a leadership position at this point, or someone may have recommended that you consider a promotion. As with all job changes, being prepared takes away some of the fear of the unknown. Here are ways to do so:

Get the ticket. Almost all community-college presidents have a doctoral degree. More and more programming is available in alternative formats to accommodate working administrators, with several programs offered online. This credential is the ticket into the pool for presidential candidates.

Demonstrate the necessary skills. Recently, the AACC came out with a list of six competencies for aspiring leaders: organizational strategies, resource management, communication, collaboration, community-college advocacy, and professionalism. Start looking for ways to acquire these skills — by volunteering for campuswide committees, working in professional associations, or taking specific training classes, for example.

Network. There is no such thing as too much networking. Serendipitous conversations and connections often provide relationships with people who can be mentors, alert you to opportunities, and open doors for you. You never know what conversation will link you to the perfect job opening.

Even though the tips above are directed toward rural community colleges, several apply to urban and suburban settings as well. Leading a community college is a tough job. Working in a rural area with few resources requires a blend of creativity, entrepreneurship, and ingenuity that also makes the job interesting and never boring. Next time there is a "wanted" sign at your rural community college, think about applying or nominating someone for the opening. Leading in the hinterlands provides a chance to make a difference.

Pamela L. Eddy is an associate professor of higher education at the College of William and Mary. She is co-editor of Rural Community Colleges: Teaching, Learning, and Leading in the Heartland (Jossey-Bass, 2007).

http://chronicle.com
Section: Diversity in Academe
Volume 55, Issue 29, Page B24

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