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English major community college presidents: a narrative inquiry

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dc.contributor.authorFrankland, Tammy, author
dc.contributor.authorCarlson, Laurie A., advisor
dc.date.accessioned2024-03-13T19:26:18Z
dc.date.available2024-03-13T19:26:18Z
dc.date.issued2009
dc.description.abstractThe purpose of this narrative inquiry was to discover how community college presidents who were undergraduate English majors (English major presidents) construct the stories of their academic and professional journeys. Six presidents shared their stories in private, audio-taped interviews. Narrative inquiry was employed as a qualitative method for analysis and interpretation of data, and themes were drawn from each president's story and then all presidents' stories were compared. For the findings, I used literary pseudonyms to invoke parallels to the presidents' lives, and I first presented the presidents' stories individually to capture their voices and highlight differences in their experiences. Then I synthesized my findings using three themes-boundaries, connections, and transformations-as an interpretative framework. The selected presidents crossed boundaries, made connections to ideas and people, and transformed their thoughts and actions as found in the descriptions of their academic and professional experiences. Data analyses determined that the content and context of English major presidents' stories uncovered relationships among their experiences, their beliefs, about higher education's purpose, and their understanding of the community college mission. The meaning and significance of English major presidents' experiences have implications for community college leaders, community college constituents, other researchers, and the broader academic community. The findings provide access to English major presidents' self-understanding about how their academic experiences affect their perception and description of community colleges and their leadership practices. The selected presidents illuminated their relationships to higher education and narrated how their educational endeavors have influenced their personal and professional lives. In particular, they believe their past study of literature helps them understand people and informs their present leadership practices. Their self-reflective explorations provide an additional lens to view the purposes of higher education, the comprehensive community college mission, and community college leadership.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierETDF_Frankland_2009_3374646.pdf
dc.identifier.urihttps://hdl.handle.net/10217/237736
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rights.licensePer the terms of a contractual agreement, all use of this item is limited to the non-commercial use of Colorado State University and its authorized users.
dc.subjectcommunity college leadership
dc.subjectcommunity college mission
dc.subjectcommunity college presidents
dc.subjectEnglish major
dc.subjectnarrative inquiry
dc.subjectundergraduate
dc.subjectcommunity college education
dc.subjectschool administration
dc.subjecthigher education
dc.subjectcollege presidents
dc.subjectinquiry method
dc.subjecteducational administration
dc.titleEnglish major community college presidents: a narrative inquiry
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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