board of trustees

190 Pages·2016·0.91 MB·English

National Louis University
Digital Commons@NLU
Dissertations
3-2011
BOARD OF TRUSTEES: THE WHOLE IS
GREATER THAN THE SUM OF THE
INDIVIDUAL PARTS
William M. Griffin
National-Louis University
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Recommended Citation
Griffin, William M., "BOARD OF TRUSTEES: THE WHOLE IS GREATER THAN THE SUM OF THE INDIVIDUAL PARTS"
(2011).Dissertations. 44.
https://digitalcommons.nl.edu/diss/44
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NATIONAL LOUIS UNIVERSITY

BOARD OF TRUSTEES: THE WHOLE IS GREATER THAN
THE SUM OF THE INDIVIDUAL PARTS

A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE DEGREE

DOCTOR OF EDUCATION
IN
COMMUNITY COLLEGE LEADERSHIP

BY
WILLIAM M. GRIFFIN

CHICAGO, ILLINOIS
MARCH 2011

iii

DEDICATION
This study is dedicated to my family, who instilled in me the essence of hard work
and the acknowledgment that perseverance can overcome just about anything. I wish to
recognize my mother, who has always been there for us and continues to give her
unconditional love. Unfortunately, my father is not here to enjoy this wonderful capstone
achievement in my educational career. However, I know that he looks down upon this
accomplishment and smiles with the recognition that his son did well. To my sister,
Debra, and my brother, Steve, I hope that I have made you proud; I have always tried to
be a role model for you to follow. This journey would have been very lonely without my
dearest Ada and our little ones, Lulu and Rascal. Thank you for giving me your love,
support, and encouragement every day to see this journey to the end. To all of you who
are such an important part of my life, I am forever grateful.
iv

ACKNOWLEDGMENTS
My acknowledgment goes to Dr. Rebecca S. Lake for unwavering support,
commitment, guidance, and attitude. Dr. Lake is one of the most dedicated professionals I
have ever encountered. At any time day or night, she was willing to help point me in the
right direction and kept me rolling down the pathway to success. National Louis
University and the doctoral students are fortunate to have an educator who is as
committed to student success as you are. I am very fortunate to have had you as my
dissertation chair. I thank you from the bottom of my heart for your mentoring and
counseling over these last 3 years. In addition, I want to thank the other two members
who served on my dissertation committee, Dr. Paul B. Zavada and Dr. Dennis K. Haynes.
Dr. Zavada, thank you for many years of friendship and guidance, and to Dr. Haynes for
all of your assistance in helping me make this educational milestone a reality.
v

ABSTRACT
All eyes are on community and technical colleges as they lead the way through
challenging economic times and provide educational opportunities to those in the
communities they serve. Regulatory pressures, dwindling resources, calls for improved
student outcomes and academic quality, and competition from for-profit institutions
speak to the need for high-performing community college boards. Boards must wield
their power and goodwill to do everything possible to enhance their ability to shape the
institution’s strategic directions as a collective whole that performs harmoniously.
Trustees are obligated to represent both the community’s interest and the welfare of the
institution. Being well prepared to engage in debate, dialogue, and discourse regarding
the direction of the community college is essential for the institution’s long-term success.
Little is known about how trustees perceive their roles and responsibilities, and how they
learn to be effective trustees.
The purpose of this study was to identify the adequacy and availability of
professional development activities that assist 2-year postsecondary trustees in becoming
more effective contributors when shaping higher education policy decisions. This
qualitative case study was situated in an interpretive paradigm. Eight community and
technical colleges’ trustees described their roles and responsibilities, how they influenced
policy, and the professional development assistance they received.
Findings indicate an ambiguity in response that reflects multiple points of view
about trustees’ primary roles and responsibilities. Various parts of trustees’ duties were
mentioned, but not succinctly, which raises questions about trustees’ roles and
vi

responsibilities. The participants affirmed they do set policy, but could not explain or
describe how and in what ways this policy is accomplished. All of the participants agreed
they did not receive adequate preparation to assume their role as trustee. To be most
effective, regularly scheduled professional development activities (e.g., held three to four
times a year) are needed to deliver content using adult learning principles. Topics should
include pertinent information regarding the college, the role and responsibility of trustees,
and a continuous focus on group dynamics to enhance the working potential of the board.
Without the opportunity to learn the craft of their position, community college trustees
are at a disadvantage.
vii

TABLE OF CONTENTS
Page
LIST OF TABLES .............................................................................................................. x
LIST OF FIGURES ........................................................................................................... xi
CHAPTER 1. INTRODUCTION ....................................................................................... 1
Overview ................................................................................................................. 1
Background of the Problem .................................................................................... 3
Purpose of the Study ............................................................................................... 5
Research and Guiding Questions Arising from Purpose ........................................ 5
Framework of the Study.......................................................................................... 6
Overview of the Study ............................................................................................ 8
Significance to the Field of Community and Technical College Leadership ......... 9
Organization of the Study ..................................................................................... 10
CHAPTER 2. LITERATURE REVIEW .......................................................................... 13
History of the Community and Technical College Movement ............................. 14
Governance of Community Colleges .................................................................... 19
Statutory Laws in Illinois and Wisconsin ................................................. 24
Competencies for Trustees ........................................................................ 30
Association of Community College Trustees ........................................... 32
Illinois Community College Trustees Association ................................... 34
Wisconsin Technical College District Boards Association ...................... 36
Socialization of Groups Including Culture and Group Dynamics ........................ 38
Group Development and Group Socialization Theory ............................. 38
Adult Learning Theory ............................................................................. 53
Groupthink Theory................................................................................................ 62
Conclusion ............................................................................................................ 69
CHAPTER 3. METHODOLOGY .................................................................................... 71
The Qualitative Paradigm ..................................................................................... 71
Case Study Methodology .......................................................................... 76
Types of Case Studies ............................................................................... 77
Site and Participation Selection ............................................................................ 79
Site Selection ............................................................................................ 80
Participant Selection ................................................................................. 87
Participant College Contact Protocol ........................................................ 88
Multiple Data Sources........................................................................................... 89
Pre-interview Questionnaire ..................................................................... 89
Interviews .................................................................................................. 89
Document Collection ................................................................................ 90
viii

Field Notes ................................................................................................ 91
Ethics......................................................................................................... 92
Data Analysis ........................................................................................................ 93
Framework for Data Analysis ................................................................... 95
Data Managing .......................................................................................... 96
Memoing ................................................................................................... 96
Describing, Classifying, and Interpreting ................................................. 97
Representing and Visualizing ................................................................... 98
Trustworthiness and Validity ................................................................................ 98
Limitations .......................................................................................................... 103
Pilot ..................................................................................................................... 105
Researcher as the Tool ........................................................................................ 105
Summary ............................................................................................................. 107
CHAPTER 4. DATA PRESENTATION AND ANALYSIS ......................................... 109
Background of Trustees and Postsecondary Institutions .................................... 109
Restatement of Research Purpose and Questions ............................................... 112
Framework for Analyzing the Data ........................................................ 112
Two Practical Competencies for Analysis .............................................. 113
A Priori Themes From Theories and Concepts for Analysis .................. 114
Guiding Question 1 ................................................................................. 115
Guiding Question 2 ................................................................................. 125
Guiding Question 3 ................................................................................. 130
Chait et al.’s Competencies for Effective Boards ............................................... 137
Education Competency ........................................................................... 137
Interpersonal Competency ...................................................................... 138
Group Socialization ................................................................................ 139
Adult Learning Principles ....................................................................... 140
Groupthink .............................................................................................. 142
Documents .......................................................................................................... 143
Summary ............................................................................................................. 145
CHAPTER 5. FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS ............ 146
Overview of the Research Study ......................................................................... 147
Findings and Implications ................................................................................... 149
Purpose of the Study ............................................................................... 149
Guiding Question 1 ................................................................................. 149
Guiding Question 2 ................................................................................. 152
Guiding Question 3 ................................................................................. 154
Conclusions ......................................................................................................... 159
Griffin Framework: Effective Professional Development for Governing Boards
Educational Activities ......................................................................................... 160
Element 1. Regularity of the Professional Development Activities ....... 161
Element 2. Use of Adult Learning Principles in All Programs............... 162
Element 3. Incorporation of Topic: Group Socialization and Dynamics 163
ix

Summary ............................................................................................................. 164
Recommendations for Further Research ............................................................. 165
REFERENCES ............................................................................................................... 167
Appendix A ......................................................................................................... 173
Driving Questions Mapped to the Interview Questions ...................................... 173
Appendix B ......................................................................................................... 174
Informed Consent Form ...................................................................................... 174
Appendix C ......................................................................................................... 175
Transcriptionist Confidentiality Form ................................................................ 175
Appendix D ......................................................................................................... 176
Demographic Questionnaire for Study Participants ........................................... 176