Readiness to Lead: Perspectives of Graduates and Advanced Doctoral Students on Answering the Call to Lead in Community Colleges

Abstract

Community colleges are facing a shortage in qualified individuals to fill the projected gaps in leadership roles, as the industry is facing an upcoming wave of vacancies due to the retirement of faculty and administrators. This phenomenological, qualitative study explored leadership readiness perspectives of graduates and advanced doctoral students of a cohort-based educational leadership doctoral program. Five doctoral graduates and five advanced doctoral students constituted the participant group for this study. Five themes emerged from the data analyses which include communication, collaboration, leadership, relationships, and support. The findings from this study indicate that the participants value collaborative action and community relationships, support cohort-based stud,; recognize the value of suppor; hold high confidence levels in their leadership ability to address associated leadership challenges, and consider themselves ready to lead.