Date

11-13-2024

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

Russell G. Yocum

Keywords

community college, mid-level leader competency, diversity, equity, inclusion, initiatives

Disciplines

Educational Leadership

Abstract

This phenomenological study sought to understand mid-level leaders' personal and professional experiences at North Carolina community colleges as they address DEI initiatives. The theory guiding this study is Transformational Leadership theory. The theory refers to leaders who seek to create ideas and new perspectives. Transformational leadership theory aligns with practices held by leaders that are best utilized when addressing diversity, equity, and inclusion initiatives. The phenomenological qualitative research is as follows: (1) What are leaders' experiences in North Carolina community colleges addressing diversity, equity, and inclusion initiatives? A purposive sample was conducted with 15 mid-level leaders among the 58 North Carolina community colleges. Data used a semi-structured individual interview, document collection, and a multifactor leadership questionnaire (MLQ). The analysis approach consisted of Moustakas’s seven steps of data textual-structural synthesis. The study’s findings revealed insight into how mid-level leaders in community colleges in North Carolina practice their leadership style, how the leadership style plays a role in addressing DEI initiatives, and the impact of lack of resources and training to assist in addressing DEI initiatives. The significance of relationship in mid-level leader’s leadership style, the necessity and limitations of formal training, and how executive advocacy increases leadership development and preparation for addressing challenges associated with marginalized populations on campus.

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