Introduction
The community college sector is approaching its 70th anniversary of enactment by President Harry Truman and its 50th anniversary of becoming a viable sector of higher education. In achieving this milestone, research recognized maturation of leadership in the community college sector, and resultant impending retirements of a high percentage of those in leadership positions.
As noted by Lipka (2013), the American Association of Community Colleges projects that of approximately 1,200 community colleges in the United States, about 500 presidents are projected to retire in the next 5 years, creating a potentially serious void in leadership within this sector of higher education. Lack of leadership succession planning can be noted when one reads of an institution recognized as the exception because of its commitment to succession planning (Bornstein, 2010).
The responsibilities of the college president and all administrators in higher education have changed drastically in the past decade (Barden, 2009). Government regulations, the ever-expanding world of technology, and the global landscape have drastically changed the dynamics of the community college sector and its leadership (Adcock-Shantz, 2011).
The recent economic downturn and the mandates it has imposed on higher education present a vivid example of that change. With these challenges, the conventional path to the college presidency, progression from faculty member to dean and chief academic officer, does not automatically qualify a prospective successor to lead the modern community college (Barden, 2009).
Planning for and selecting the most appropriate new leadership can engender institutional renewal, strengthen the organization and enhance institutional goals to achieve its mission and vision (Mitchell, 2014). A multi-case study on leadership succession planning in community colleges is the focus of this proposed study. Because there is a noted scarcity of empirical research on community college leadership succession planning, this study will be undertaken to further that body of knowledge.
Community college enrollments account for more than 45% of those students in the United States experiencing their first postsecondary education (American Association of Community Colleges, 2013). Thus, strong leadership and succession planning to achieve that leadership are critical to the community college mission of student success.
Background of the Problem
Community colleges, a relatively unknown entity 50 years ago, have become a viable sector of higher education. Today, more than 45% of students in the United States start their college experience in community colleges with the hope to have access to success in their academic endeavors (American Association of Community Colleges, 2013). Regulatory directives have made a considerable impacton budgetary constraints, accreditation standards, curricula, instructional delivery, and student diversity (Adcock-Shantz, 2011).
In addition, community colleges face many administrative changes, including an expected deluge of presidential retirements over the next five years (Lipka, 2013). Confronted by increased enrollments, diminished state funding, accountability for student success, and increased public oversight, community colleges must restructure their praxes for preparing and appointing leaders to keep up with demand and heightened expectations (DeSantis, 2013).
The research literature is extensive with respect to leadership succession planning in the business sector. According to Deloitte (2014), “For a business, working without a succession plan can invite disruption, uncertainty, and conflict, and endangers future competition.” (p. 1). Such planning, particularly for those holding positions of Chairman of the Board, Chief Executive Officer, and Chief Financial Officer, is considered critical for successful business entities.
A well-reputed example of corporate succession planning can be seen in the approach taken by General Electric Company (GE). According to (Onatolu, 2013), GE’s philosophy to ensure long-term survival of the company is to have in place an organizational structure with a unique form of leadership succession plan that will be cognizant of organizational culture of GE.
Additionally, American Management Association (2010) addresses the importance of succession planning, noting that global demographics and multinational corporations are challenged with potential retirement of one in five senior executives in the Fortune 500. There is however a dearth of empirical research addressing such leadership succession planning in higher education, and more specifically, within the community college sector (Hammond, 2013).
Two decades ago, little significant strategic planning was generated in community colleges (Lipka, 2013). In this decade, leadership sustainability and strategic planning are major factors in the functionality of community colleges. The dynamics of formal leadership succession planning for those in leadership positions, i.e., Presidents, Vice Presidents, and Deans, is integral to such strategic planning and the future of community colleges in meeting 21st century commitment to student success.
As noted by Barden (2010), as the populace progresses and the requirements of the workforce are transformed, institutions of higher education may need to rethink the relationship between succession planning and organizational sustainability. Planning and choosing the right leadership are critical to sustain strong organizational structure and culture. Employee attrition can be predicted.
However, for leadership succession planning to be successful as a means by which to retain or grow talent, it must be a top priority of every organization‘s strategic agenda (Robinson, 2009). Such is the context in which this research is undertaken.
Conceptual Framework and Review of the Literature/Themes
Conceptual framework. This study will be informed by a model for succession planning and House’s (1996) path-goal theory. For the purposes of this study, succession planning will be defined as a process used to identify, prepare, and develop employees internal to an organization to meet an organization’s future talent needs (Rothwell, 2005).
There are a variety of succession planning models, but the attributes common to most include a systematic process implemented at all levels of an organization, employee opportunity for upward and lateral movement within the organization, rewarding leaders for promoting their best, talented employees (Rothwell, 2005). There are several steps to an effective succession plan.
These include conducting an assessment of organization’s needs, identifying the knowledge, skills and attributes of future leaders, identifying and assessing the talents of current employees, developing growth plans for employees interested in upward movement, implementing those growth plans with clear feedback and accountability requirements, and finally, evaluating the process (Neef, 2009).
Additionally, the path-goal theory of motivation will serve as a foundation for the study (House, 1996). This theory is based on the idea an employees will exert effort and performance based on their perceptions of a leader’s behavior. The goal of the leader is to communicate clear expectations, describe the path to achieving a goal and then to remove the obstacles for workers as they attempt to perform in an effort to achieve that goal or complete a task. Leaders provide information, support, and resources for employees to do their work.
Review of the literature themes.
- Succession planning defined
- Components of succession planning
- Leadership styles and succession planning
- Succession planning in community colleges
- Leadership development in higher education
- Strategic planning defined
- Components of strategic planning
- Relationship of strategic planning and succession planning
- Research on succession planning in community colleges
- Methodologies used in research on succession planning in community colleges
Problem Statement
It is not known how leadership succession planning is developed and executed in the community college sector in New Jersey. With anticipated high volume of retirements of those in leadership positions within the next decade, it is evident that community colleges need to develop and execute succession planning to safeguard institutional stability and learning.
According to the American Association of Community Colleges (2013), “community colleges are facing a wave of impending retirements among their CEOs. More than two-fifths of community college CEOs surveyed in 2012 indicated that they plan to retire within five years. About 75% plan to retire within 10 years.” Succession planning is critical because of the void created by promotion from within the institution to fill vacancies created by retirement, resignation, or discharge.
Organizational culture and structure are also key factors in leadership succession planning. Depending on the political climate of the institution, some look for innovation and major change that may favor consideration of external candidates for leadership (Katz, 2012), while other institutional structures may be deemed strong enough to effect leadership change with internal transparency (Kleinsorge, 2010). An institution’s resolve to commit to succession plans might encourage valued staff to remain with their current community college employer (Basham et al., 2009).
Research Question(s) and Phenomenon
Phenomenon. This study will focus on the importance of succession plans in community colleges. Leadership succession planning has been integral in the business world. The research addresses the significance of such practices in the academic environment while assessing the characteristics of organizational structures and respective stances on the importance of succession planning within the community college sector. According to Anderson (2013), tradition, dormant leadership cultures, and magnitude of the institution can be limiting factors to the process.
Bornstein (2010) posits that most college boards hesitate to change the status quo and recognize potential leaders who can be groomed for specific positions for fear that faculty will not support a selection process in which they have little or any input. Organizational climate may dictate a change in organizational structure or need for new vision to lead a troubled institution (Anderson, 2013). Adoption of a succession plan can have a major impact on the culture and structure of the organization.
Having stakeholders who know the intricacies and vision of the institution and who are willing to carry out succession planning builds a strong position for institutional sustainability (Rothwell, 2010). According to Bornstein (2010), succession planning can bring value if the institution remains open to new ideas, focuses on long-term goals as provided for in strategic planning, and practices high leadership standards.
Research Questions
R1: How does leadership within New Jersey community colleges plan for the succession of executive leadership positions?
R2: How do New Jersey community college leadership development programs align to succession planning?
R3: What organizational structure attributes promote succession planning in New Jersey community colleges?
R4: How does the community college’s shared governance structure influence succession planning?
Significance of the Study
A review of succession planning literature suggests a gap in succession planning research respective of the community college sector of higher education (Barden, 2009; Bornstein, 2010). As noted by Mercer (2009), comprehensive interviews are recognized as methodology that assists researchers in identifying cultural norms and social behavior. The intent of this research is to examine succession planning in a community college setting and more specifically to address a study of leadership succession planning in the context of New Jersey community college administration.
A qualitative research design is proposed to study how leaders in New Jersey community colleges ensure that strategies are in place to avoid a leadership vacuum. According to Myatt (2012), such vacuums occur because existing leadership fails to lead. In focusing on the human factor, qualitative methodologies can be instrumental in supporting theory and providing the researcher with a viable study representative of the population to be explored (Yin, 2013). Community colleges are reasonable research sites since the propensity of anticipated retirements within the sector is anticipated to create a major concern for institutional stability and organizational structure.
Although community college leadership recognizes the need for a strategic approach to succession, existing research indicates that most community colleges do not have succession or leadership development plans in place (Barden, 2009; Bornstein, 2010). By examining the experiences of leaders in community college settings, the details of this case study will add to the existing body of qualitative research regarding the practice of selection and development of potential community college leaders.
A qualitative multi-case study of succession planning could facilitate deeper understanding of the underlying processes, mechanisms, and concepts associated with succession planning and its relationship to leadership in the community college sector (DeSantis, 2013).
The majority of succession planning has taken place in the business environment. According to Forbes (2013), lack of a formal succession or transition plan places a business at risk for its stability and shared governance. Succession planning helps to ensure select stakeholders are aligned with the business and that key personnel support the organization’s succession planning.
While succession planning appears to be delineated in corporate contexts, the methods, experiences, and outcomes of such leadership succession planning may share some mutual theoretical and practical elements across community college settings.
For the purposes of this study, succession planning will be defined as a process used to identify, prepare, and develop employees internal to an organization to meet an organization’s future talent needs (Rothwell, 2005). There are a variety of succession planning models, but the attributes common to most include a systematic process implemented at all levels of an organization, employee opportunity for upward and lateral movement within the organization, rewarding leaders for promoting their best, talented employees (Rothwell, 2005).
There are several steps to an effective succession plan. These include conducting an assessment of organization’s needs, identifying the knowledge, skills and attributes of future leaders, identifying and assessing the talents of current employees, developing growth plans for employees interested in upward movement, implementing those growth plans with clear feedback and accountability requirements, and finally, evaluating the process (Neef, 2009).
Additionally, the path-goal theory of motivation will serve as a foundation for the study (House, 1996). This theory is based on the idea an employees will exert effort and performance based on their perceptions of a leader’s behavior. The goal of the leader is to communicate clear expectations, describe the path to achieving a goal and then to remove the obstacles for workers as they attempt to perform in an effort to achieve that goal or complete a task. Leaders provide information, support, and resources for employees to do their work.
References
American Association of Community Colleges (2014). Community college history. http://www.aacc.nche.edu/AboutCC/history/Pages/default.aspx
American Management Association (2010). The growing interest in a strong succession-planning program. Retrieved from http://www.amanet.org/training/articles/The-Growing-Interest-in-a-Strong-Succession-Planning-Program.aspx
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