Community College Leadership Option: Ed.D. in Adult and Higher Education

Claudia Carter Play

Claudia Carter, an academic advisor at Cal State University Monterey Bay finds Oregon State's CCL curriculum a good fit for her career goals.

Oregon State University's Doctorate of Education (Ed.D.) in Adult and Higher Education degree program with an option in community college leadership (CCL) is designed for working professionals who aspire to assume a leadership role in a community college.

Additionally, faculty members who want a broader understanding of the role and mission of community colleges, and those who are interested in impacting the curriculum and mission of the institution are ideal candidates for this option.

Focusing on applying high-quality research, best practices and thought leadership to the challenges and opportunities facing community and technical colleges, you will develop these learning outcomes and competencies:

Community college leader

An effective community college leader advances the mission of the community college, develops and supports multiple programs and services, and creates an atmosphere of trust and cooperation.

  • Articulate and promote the mission of the community college
  • Build and leverage networks and partnerships to advance the mission, vision and goals of the community college
  • Advance access, student success, employees, programs and services and resources
  • Influence, develop and implement educational policy related to the primary mission areas of community colleges
  • Create and maintain open communications regarding resources, priorities and expectations
  • Promote and demonstrate the value of diversity, multiculturalism and social justice

Lifelong researcher

A lifelong researcher examines critical issues and develops alternatives utilizing data-driven evidence and proven practices, utilizes internal and external data sources, and collaborates with internal and external stakeholders in a scholarly manner.

  • Examine critical issues facing education systematically and identify an area of scholarship
  • Critically analyze scholarly studies from a variety of research perspectives
  • Design, conduct and report scholarly work
  • Use assessment, evaluation, and research data to inform practice and administrative decisions

Organizational strategist

An effective leader uses a systems perspective to understand organizational cultures, structures, and functions and is able to create a positive environment that supports innovation, teamwork, and successful outcomes.

  • Think systematically about organizational cultures, structures, and functions
  • Use a systems perspective to assess and respond to the culture of the organization; to changing demographics; and the economic, political, and social needs of students and the community
  • Assess, develop, implement, and evaluate strategies regularly to monitor and improve the quality of education and the long-term health of the organization
  • Use data-driven evidence and proven practices from internal and external stakeholders to solve problems, make decisions and plan strategically.
  • Develop a positive environment supporting innovation, teamwork and successful outcomes
  • Align organizational mission, structures and resources with the college master plan

Resource manager

A leader is an effective steward of institutional resources, develops and manages financial strategies supporting programs, services, staff and facilities, and engages with external constituents to seek and understand all fiscal, personnel, and program alternatives.

  • Develop and manage resource assessment, planning, budgeting, and location processes consistent with college priorities and local, state and national policies
  • Support operational decisions by managing information resources and ensuring the integrity and integration of reporting systems and databases
  • Utilize an entrepreneurial stance in seeking ethical alternative funding sources
  • Implement a human resources system that includes recruitment, hiring, reward, and performance management systems and that fosters the professional development and advancement of all staff
  • Manage conflict and change associated with resource allocation and institutional priorities which contribute to the long-term viability of the organization

Advocate for learning

A learning advocate is able to articulate a theoretical framework for all aspects of learning, understands the latest learning theories and instructional strategies, and collaborates and engages with others to enhance student success and positive student outcomes.

  • Support the design of academic programs and courses from an articulated theoretical framework, including clear, coherent pathways
  • Promote learning experiences for all students/staff consistent with high rates of student success and positive student outcomes
  • Integrate diverse “ways of knowing” from a global perspective to enhance learning for all individuals
  • Develop a climate of collective responsibility for student success
  • Develop a culture in which all academic and nonacademic communities are encouraged to collaboratively promote student learning outcomes
  • Provide competent oversight to instructional and student services programs, including informed program evaluation and review

Professional leader

A professional leader demonstrates integrity and honesty and works ethically to set high standards for self and others, continually improves self and surroundings, and is accountable to the institution, staff and the community

  • Incorporate legal issues and professional ethics into all decision making responsibilities and processes
  • Provide leadership that is consistent with articulated professional principles
  • Support lifelong learning for self and others
  • Manage stress through self-care, balance, adaptability, flexibility and humor
  • Transcend personal belief systems, seeking and understanding multiple and diverse perspectives; link personal belief systems to scholarly literature
  • Self-assess performance regularly using feedback, reflection, goal-setting and evaluation
  • Take risks, make difficult decisions and accept responsibility

These learning outcomes can be met through professional work experience, formal educational study or other learning experiences.  You will provide evidence of achieving these outcomes through successful completion of a program of study, written exam, completion of an oral preliminary examination, and production and defense of a dissertation.

There is a is a Ph.D. Option with limited enrollment in CCL.  Applicants interested in pursing this option are encouraged to contact Joe Johnson at 541-737-3574 or email joe.johnson@oregonstate.edu.

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