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Education Commons

Open Access. Powered by Scholars. Published by Universities.®

2017

Theses/Dissertations

Community College

Educational Administration and Supervision

Dissertations

Articles 1 - 2 of 2

Full-Text Articles in Education

Leadership Competencies For The Community College Department Chairperson, Jason Carl Ross May 2017

Leadership Competencies For The Community College Department Chairperson, Jason Carl Ross

Dissertations

Published in 2005, the American Association of Community Colleges developed a list of six leadership competencies deemed by stakeholders as essential to a community college leadership position. The six AACC leadership competencies include organizational strategy, resource management, communication, collaboration, community college advocacy, and professionalism, and they have been well researched with upper-level community college leadership, student services personnel, and boards of trustees. This research examined these competencies as they relate to the community college department chairperson.

Often viewed as a path to upper level leadership, the community college chairperson is both a faculty member and administrator, and chairpersons must represent …


The Influence Of Cognitive And Psychological Well-Being Factors On Freshmen Community College Student Gpa: A Prediction Model, Barbara Karwacinski Jan 2017

The Influence Of Cognitive And Psychological Well-Being Factors On Freshmen Community College Student Gpa: A Prediction Model, Barbara Karwacinski

Dissertations

Problem

One of the most significant issues for higher education in the early 21st century is student success. Research studies indicate that a large number of freshman community college students are unsuccessful in their academic endeavor. However, there is insufficient research conducted to determine the holistic causes of this problem. Current research focuses on two types of traditional predictors: cognitive (ability, academic factors) and non-cognitive (affective, non-academic factors). It seems, however, that traditional cognitive and non-cognitive predictors alone are inadequate measures for determining students’ full potential because they cannot account for the psychological processes that contribute to and influence a …