A PHENOMENOLOGICAL UNDERSTANDING OF THE EXPERIENCE OF

ACADEMIC ADMINISTRATORS: MOTIVATION, SATISFACTION, RETENTION,

AND SUCCESSION PLANNING

By

DAVID VERES

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A dissertation
submitted to the Doctoral Faculty of Niagara University
in partial fulfillment of the requirements for
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DOCTOR OF PHILOSOPHY
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in

Leadership and Policy

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Niagara University

Niagara University, New York

May 2016

APPROVED:

Walter S. Polka, Ed.D., Committee Chair

Chandra Foote, Ph.D., Committee Member
Vincent Rinaldo, Ph.D., Committee Member
Ben Cecil, Ph.D., External Reviewer
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 ABSTRACT

The Ontario Community College system is facing an impending crisis of

academic leadership. Academic administrators are retiring or leaving the college system

at an increasing rate, with no clear pool of successors in sight. Through the use of a

hermeneutic phenomenological approach, this dissertation provided key information

about the factors that impact the motivation and job satisfaction of academic

administrators. The study also provided insights on how community colleges can

enhance retention of academic leaders, and create effective succession planning to fill the

demand that lays ahead.

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Over the past 15 years there have been numerous concerns raised over the
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impending loss of academic leaders in the community college system in both the United

States and Canada (AACC Leadership Suite, 2013; Boggs, 2011; College Administrator,
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2009; Royer & Latz, 2015). To face this challenge a better understanding of what

motivates academic administrators was needed before appropriate actions and activities
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may be formulated.

Through the use of semi-structured qualitative interviews, 10 Chief Academic

Officers from the 24 Ontario community colleges were interviewed. These interviews

focused on their experiences through the various phases of their respective rise to these

senior leadership roles. It also provided an opportunity to collect their reflections on the

challenges and successes they have witnessed in developing academic leaders. And, this

study provided acute insight about the role of the community college system in

addressing leadership issues.

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 From this research it was identified that Ontario community college leaders

demonstrated a degree of public service motivation, and exhibited the traits generally

associated with servant leadership. The data also provided evidence that a number of

internal and external factors create barriers to job satisfaction including such elements as:

the bureaucratic nature of post-secondary institutions, labour relations, workload, lack of

role clarity, and the legislative framework in which the college operates.

The analysis of the findings in this study also identified the need for leadership

development opportunities at both the institutional and system-wide level. Potential

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leadership development activities included: mentorship opportunities, jurisdiction

specific training programs, and secondment activities. These activities were seen as
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applicable to staff, faculty, and administrators that have displayed an interest and aptitude

for leadership roles in higher education.

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As there is little research in Canada related to the motivation of academic

administrators, this study provided a key contribution to the field of post-secondary

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education within an Ontario context.

Keywords: motivation, academic leadership, job satisfaction, leadership development

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 ACKNOWLEDGEMENT

As with any such educational journey there are always a number of individuals

and groups that support you. And the journey to the completion of my dissertation has

been no different. Completing my Ph.D. in Leadership and Policy at Niagara University

has been an experience that was filled with the values that a Vincentian education

espouse. In particular my dissertation committee demonstrated many of these values, as

they have guided me with a sense of caring and compassion, while acting with integrity

and humility in the pursuit of educational excellence.

I thank Dr. Walter Polka, my dissertation chair for his enthusiasm, his

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understanding, and most importantly his nurturing nature. Throughout the entire Ph.D.
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you were there to support me through a variety of challenging times, both in my personal

and professional life. Dr. Rinaldo, I thank you for continually challenging me, and not
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letting me settle for anything less than my very best. To Dr. Foote, your calm demeanour

and ‘matter of fact’ approach, helped me always remember that this was my journey, and
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as a doctoral candidate I was the one who needed to be satisfied with not only what I was

doing, but how I was doing it.

Beyond my dissertation committee there were a number of other members of the

Niagara University family that played a significant role in my success. The other faculty

in the doctoral program each played their part in developing the foundation for my

success. I would also like to thank Dr. Debra Colley for her support and friendship over

the many changes that we have both experienced in the last three years. And lastly but

certainly not least, I wish to send a heart-felt thank you to Dr. Bonnie Rose. It was at her

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urging that I enrolled in the program at Niagara University, and her constant

encouragement that helped keep me going. I hope I have made you proud.

Beyond the formal Niagara University community I would also like to

acknowledge and thank Dr. Ben Cecil for his role as my external reviewer and for

lending his knowledge and insights of the Ontario Community College system to this

document. Ben has always been a great colleague, and has provided me with valuable

guidance related to many components of my academic development. As well I would like

to thank Richelle Boekestyn, a graduate of Niagara College for her support as transcriber

and formatter.

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As for my work family at Niagara College, there were many individuals that
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provided me with support and advice that aided in the journey. In particular I wish to

thank Dr. Steve Hudson, Vice-President, Academic and Learner Services. Over the past
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three years there have been significant changes and challenges we have had to face at

Niagara College. Throughout that time he provided me with time and space to complete
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my studies. He protected me (and my time) from other members of the senior team that

looked to add new roles and responsibilities to my position, and even more importantly

he protected me from my own urges to take on new projects and activities! Steve is not

only my ‘boss’ but he is also my friend, and for both of these roles I am grateful for all

he has done.

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 DEDICATION

The true joys of any journey are drawn from the people who support you, who

share in your trials and tribulations, who believe in you, and who gain as much

satisfaction as you do in your accomplishments. For me those people are my family.

To my son Daniel, I am so proud of your accomplishments, and the drive to finish

has been fueled by the ‘trip of a life time’ that we will share. Your desire to spend five

weeks with me visiting major league baseball stadiums was a motivator beyond belief!

Knowing that I had to finish to go, re-enforced the importance of commitment and

completing what you start.

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To my daughter Emily, you have been my inspiration. You have always been my
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soul and my humanity, and watching you accomplish what you have over the past two

years has been truly inspiring! Your tenacity and determination in the face of continual
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challenges has made me realize that my issues paled in the face of yours.

To my wife Louise. This is an accomplishment that I share with you. Without

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your support, encouragement and a few well timed ‘kicks in the butt’ I would not have

made it through this process. You have been so patient and understanding in allowing me

to pursue this dream. I love you.

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 TABLE OF CONTENTS

ABSTRACT ........................................................................................................................ii

Acknowledgement ............................................................................................................. iv

Dedication .......................................................................................................................... vi

TABLE OF CONTENTS ..................................................................................................vii

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List of Tables ....................................................................................................................xii

List of Figures ..................................................................................................................xiii

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List of Appendices ........................................................................................................... xiv
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CHAPTER ONE: INTRODUCTION ................................................................................. 1

Purpose of the Study ....................................................................................................... 2

Background of the Problem ............................................................................................ 3

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Canadian Community College Environment .............................................................. 4

System Challenges ...................................................................................................... 5

Demographic Trends ................................................................................................... 7

Rationale for the Study ................................................................................................... 8

Conceptual Framework ................................................................................................. 10

Research Question ........................................................................................................ 16

Definition of Key Terms ............................................................................................... 16

Limitations and Delimitations....................................................................................... 19

Significance of the Research ......................................................................................... 20

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 Summary ....................................................................................................................... 21

CHAPTER TWO: LITERATURE REVIEW ................................................................... 23

Introduction ................................................................................................................... 23

Conceptual Model ......................................................................................................... 24

Motivation ..................................................................................................................... 26

Public Service Motivation......................................................................................... 29

Post-Secondary Education Sector Motivation .......................................................... 32

Job Satisfaction ............................................................................................................. 39

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Post-Secondary Education Job Satisfaction .............................................................. 44

Leadership ..................................................................................................................... 47
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Post-Secondary Education Leadership ..................................................................... 50

Leadership Development .......................................................................................... 52

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Post-secondary education leadership development .............................................. 52

Organizational Change.................................................................................................. 55
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Post-Secondary Education Organizational Change .................................................. 57

Summary ....................................................................................................................... 58

CHAPTER THREE: METHODOLOGY ......................................................................... 59

Introduction ................................................................................................................... 59

Participants .................................................................................................................... 60

Data ............................................................................................................................... 62

Methods......................................................................................................................... 62

Study Conduct ........................................................................................................... 63

Ethical issues ......................................................................................................... 65

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 Respect for human dignity ................................................................................ 66

Respect for free and informed consent ............................................................. 67

Respect for vulnerable persons ......................................................................... 67

Respect for privacy and confidentiality ............................................................ 68

Respect for justice and inclusiveness ................................................................ 68

Balancing harms and benefits ........................................................................... 68

Minimizing harm .............................................................................................. 69

Maximizing benefit ........................................................................................... 69

Question Type ........................................................................................................... 69

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Data Sample .............................................................................................................. 72
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Sample size ........................................................................................................... 72

Participant recruitment .......................................................................................... 74

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Data Collection ......................................................................................................... 76

Data Analysis ............................................................................................................ 78

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Coding ................................................................................................................... 78

Analysis............................................................................................................. 80

Summary ....................................................................................................................... 81

CHAPTER FOUR: FINDINGS ........................................................................................ 82

Introduction ................................................................................................................... 82

Summary of Research Method Process ........................................................................ 83

Demographic Characteristics ........................................................................................ 83

State of Leadership ....................................................................................................... 86

Nature of the Role ..................................................................................................... 87

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 Internal Community College Environment ............................................................... 90

External Community College Environment.............................................................. 91

Demand for Leaders .................................................................................................. 94

Motivation and Job Satisfaction.................................................................................... 98

Service Orientation ................................................................................................... 99

Institutional Impact ................................................................................................. 102

Personal Development ............................................................................................ 105

Leadership Development ............................................................................................ 107

Foundational Skills ................................................................................................. 108

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Target Groups ......................................................................................................... 110
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Developmental Opportunities ................................................................................. 112

Strategic Opportunities and Impacts ........................................................................... 118

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Current System Status ............................................................................................. 119

System Solutions..................................................................................................... 123

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System Impacts ....................................................................................................... 127

Summary ..................................................................................................................... 130

CHAPTER FIVE: CONCLUSIONS AND IMPLICATIONS ....................................... 132

Introduction ................................................................................................................. 132

Summary of Findings and Discussion ........................................................................ 132

Main Research Question ......................................................................................... 133

First research sub-question ................................................................................. 136

Second research sub-question ............................................................................. 138

Third research sub-question ................................................................................ 139

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 Limitations of the Study.............................................................................................. 142

Conclusions ................................................................................................................. 143

Implications................................................................................................................. 145

Further Research ......................................................................................................... 147

Summary ..................................................................................................................... 150

References ....................................................................................................................... 153

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 LIST OF TABLES

1. Positive Influencing Factors ..................................................................................... 35

2. Negative Influencing Factors .................................................................................... 38

3. Interview Participant by College Characteristic ....................................................... 84

4. Interview Participant by Community College Employment Characteristic ............. 85

5. State of Leadership Findings .................................................................................... 87

6. Motivation and Job Satisfaction Findings................................................................. 99

7. Leadership Development Findings ......................................................................... 108

8. Strategic Opportunities and Impacts Findings ........................................................ 119

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 LIST OF FIGURES

1. Interactive Framework for Academic Administrators in the Ontario Community College

System ................................................................................................................................... 25

2. Ontario Community CollegeLeadership Development Process ......................................... 145

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 LIST OF APPENDICES

A. Reference Matrix................................................................................................................ 181

B. Vice President Academic Position Posting ........................................................................ 186

C. College President Bio ......................................................................................................... 193

D. Niagara University Institutional Review Board Approval ................................................. 195

E. Revised Niagara University Institutional Review Board Approval (based on update to

interview questions) ............................................................................................................ 198

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F. Interview Consent Form ..................................................................................................... 200

G.
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Interview Preamble ............................................................................................................ 202

H. Letter of Invitation ............................................................................................................... 205

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I. Gender Neutral Interview Participant Pseudonyms............................................................... 208
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 1

CHAPTER ONE: INTRODUCTION

As an individual who has committed the last 20 years of my professional career to

community college post-secondary education, I have a strong passion to ensure the future

success of the college system. As a faculty member at Niagara College, I saw the value

and benefits of an applied education first hand in the learning and successes of my

students. When the opportunity came to support student success on a broader scale, as a

college administrator, I was first very excited, and then very conflicted.

It was important to understand my motivation for taking on such a position, and in

searching for the reasons, I turned to the reasons I became an educator. My primary

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reason for teaching was a belief that I could share my knowledge and experiences so that
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others could enhance their own lives and fulfill their dreams for a career. The Niagara

College vision of “enriching lives and fulfilling dreams” (Niagara College, 2015) has
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always been a focus for my decision making. I saw academic administration as a way in

which I could do work within education and at the same time impact a greater number of
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students.

This emphasis on service to others, a strong ethical and moral focus, the

development of effective and positive relationships, and a sense of individual and

collective responsibility embodies the values of servant leadership in an academic

environment (Wheeler, 2012). This philosophy of leadership aligned with my own

personal and professional values, therefore, transitioning to an academic leadership role

became a relatively natural decision to make. It was not until I had been in the role for

some years that the impact of other barriers became more apparent. One of the most

significant barriers seemed to be the struggle that potential leaders had in moving from
 2

the comfort and security of a faculty role to the challenges and stresses of academic

administration. It was a desire to better understand this phenomenon that motivated the

study of this topic.

Purpose of the Study

The purpose of this study was to provide insights into the experience of being part

of academic leadership in the Ontario Community College environment. Individuals who

have risen to senior positions in the post-secondary college system have experienced

many of the challenges, joys, and frustrations that accompany the journey through

academic leadership. Their insights and observations have been a focus of this study.

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Community colleges in Ontario are uniquely structured in their division between faculty
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and academic administrators (Government of Ontario, 2015a). As opposed to other post-

secondary institutions in Ontario, across Canada or in the United States, there is a clear
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delineation between these two groups, which does not easily allow for the flow of

individuals back and forth between administration and faculty positions.

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Based on a provincially applied collective agreement, academic administrators

retain no seniority or faculty rights once they have formally left the faculty bargaining

unit (Government of Ontario, 2008). This structure is one that does not support a natural

progression of individuals looking to advance their career in education through job

promotion and more formal leadership roles. The present collective agreement only

allows for a very limited window of secondment of up to two years for faculty to take on

administrative leadership positions (College Employer Coucil; OPSEU, 2014). Even

though this option exists, it was an addition to the collective agreement that was not

warmly supported by the union (J. Garner, personal communication, October 17, 2013).
 3

Knowing that this limitation is in place it is important to then better understand

the reason why individuals take on academic administration roles. Barriers to pursuing

academic leadership positions include: little financial gain, no enhancements of benefits,

few position ‘perks’, enhanced volume and level of responsibilities, and no limits on

work hours/expectations. These challenges no doubt, impact the motivation of individuals

to take on and stay in these positions, as well as their desire to progress within the college

system. This study has attempted to enhance our understanding of the experience of being

academic administrators and in doing so, better understand what motivates them to

continue with the leadership challenges associated with these roles. Through this

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research, I have been able to identify the factors that influence job satisfaction and
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maintain individual motivation and I have, also, used this information to show how

colleges may be able support and retain the right individuals in these very important
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roles. This is important for the continued organizational growth and contextual success of

community college in Ontario since it has been identified that getting the right people in
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the right leadership positions in any organization is a key factor in moving organizations

from “good to great” and sustaining that successful status (Collins, 2001).

Background of the Problem

This problem is driven by the intersection of specific circumstances that impact

on the Canadian community college system. The community college environment is

unique in its design and purpose, and is at a stage in its evolution that creates a variety of

challenges associated with leadership roles. This situation, in combination with the state

of existing leadership, has created a potential crisis situation for community colleges.
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Community colleges in Ontario face many of the same challenges and concerns that

affect the broader Canadian system.

Canadian Community College Environment

The development of the community college system in Canada is a relatively new

phenomenon. Although there were a small number of predominantly private colleges

dating back to the early 1900s (Martorana, 1953), the first public two-year community

college in Canada was established in Lethbridge, Alberta in 1957 (Dennison & Gallagher,

1985). It was not until the 1960s and 1970s that community colleges began to flourish as

a system of post-secondary education institutions. The Canadian policy makers looked to

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the United States and its well-established junior college system as a potential model for
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success (Dennison & Gallagher, 1985). Many of the same tenants associated with a focus

on local needs, and the knowledge gap created by new industries and technologies, were
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considered when developing the Canadian system.

Though the federal government of Canada had identified the need for a national
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post-secondary system that would fill the gap between secondary school and university,

the responsibility for this level of education fell to the provinces (Dennison & Gallagher,

1985). Because of this, each province created its own unique community college system

aimed at meeting the unique needs of their local constituents. To that end, the present day

system for community colleges in Canada includes approximately 135 institutions

representing all 10 provinces and 3 territories (Colleges and Institutes Canada, n.d.).

In Ontario there are 24 publicly funded community colleges, 22 delivering

English language programing and 2 delivering French language programing (Colleges

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Ontario, n.d.a). As the most populous province in Canada, the Ontario Community

College system represents more institutions and more students than any other province.

In Canada, vocational and career focused programs are delivered by a mix of

community colleges, and private career colleges. These two components of the college

system are operated and funded under very distinct guidelines and processes. In Ontario

alone there are 420 registered private career colleges (Milian & Hicks, 2014) and over

500 private career colleges that are members of a national association (National

Association of Career Colleges, 2014). With such a large and broad based membership,

private career colleges have had a significant impact on the educational landscape of the

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country. These for-profit institutions offer similar programs and credentials to that of the
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community colleges but do so as business enterprises. One clear distinction between the

private colleges and the publicly funded colleges is that public Canadian community
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colleges operate within unionized environments that are not present in the private career

colleges.
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System Challenges

Community colleges have been increasingly asked to meet the employment and

educational needs of a community in times of resource constraints and economic

uncertainty (Wallin, 2010). College programs must increasingly meet the unique

employment needs of local and emerging economies, while allowing them to succeed in

an ever globalized environment. Student success, graduation, and their ability to pathway

to degree completion has also been an area of concern (Boggs, 2011). Funding concerns,

current and relevant education, and the development of staff and faculty have been the

focus of the 21st century community college (Boggs & Kent, 2002; Cejda & Leist, 2006).
 6

The Ministry of Training, Colleges, and Universities highlighted many of these

challenges in there transformation strategy for the post-secondary sector. This strategy is

focused on supporting student success and access to a high quality Ontario postsecondary

education. This will be done through increasing the global competitiveness of Ontario's

postsecondary education, building on and help focus the well-established strengths of

Ontario colleges and universities while avoiding unnecessary duplication, maintain an

efficient and financially sustainable postsecondary education system (Government of

Ontario, 2016).

All of the above challenges created a central focus on change leadership as it

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relates to the community college setting. Community colleges have evolved in their
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mandate and in their respective reactions to community needs. Community college

leaders have created a culture of change within their staff and faculty in order to address
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these evolving community needs (Brown, Martinez, & Daniel, 2002; Cloud, 2010).

However, Wallin (2010) suggests that through the process of anticipating, analyzing,
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acting, and affirming action colleges can effectively support change in this environment.

Many of the attributes required for facilitating and supporting change in community

colleges have been associated with the concept of servant leadership. And, consistent

with key servant values such as: integrity, ethics, and honesty have, also, been identified

as traits essential to effective leadership in a community college setting (Boggs, 2003;

Boroski, Buchsbaum, & Grief, 2009; Wheeler, 2012).

Faculty and staff within a community college have often been motivated to take

on leadership positions because of their desire to bring change and to make a difference

(Cooper & Pagotto, 2003). These individuals in community colleges have been seen as a
 7

primary source for identifying individuals with a potential to develop into various

officially designated academic administration roles (Boggs, 2003; Cloud, 2010; Cooper

& Pagotto, 2003; DeFleur, Kurpius, Osborne, & Maxwell Hamilton, 2010; Garza

Mitchell & Eddy, 2008; Romero & Purdy, 2004; White, 2013). Academic leadership

positions provides faculty and staff with the opportunity to be re-energized and support a

grander purpose (Cooper & Pagotto, 2003; Rouseff‐Baker, 2002).

Demographic Trends

The College Administrator (2009) identified that 70% of Ontario college faculty

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and administrators were of the Baby Boomer generation and 40% of them could retire at

any time. A 2002 survey of United States community college presidents showed that
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79% of them were planning on retirement by 2012 (Vaughan, 2000). A similar survey by

Shults (2001), supported by the research work of Cejda and Leist (2006) showed that a
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large number of academic administrators and faculty were over 50 and unlikely

candidates to fill these senior leadership positions. As it is expected that 90% of future
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community college leaders in the United States will come from within (Land, 2003;

Mcfarlin, Crittenden, & Ebbers, 1999) there is a growing need to address this leadership

challenge.

Although this ominous scenario has not fully come to fruition, the concern for the

development and availability of great academic administrative leaders is still significant

(Boggs, 2011; DeFleur, Kurpius, Osborne, & Maxwell Hamilton, 2010; Royer & Latz,

2015). The level of upcoming retirements in community colleges was projected to be

significant, however, now there is the added pronounced concern that there is an

insufficient supply of emerging replacements (Day, 2015; Ebbers, Conover, & Samuels,
 8

2010; Leist & Travis, 2013). A report by the American Association of Community

Colleges indicated that 75% of college CEOs and a large number of senior administrators

and faculty are expected to retire in the next 10 years (AACC Leadership Suite, 2013).

This concern about retirements at all levels of community colleges was significant. As

faculty members were previously a major source for new academic leaders, the depletion

of faculty ranks further reduces the pool of potential new academic leaders. The

challenge with the retirement of faculty has had a dual impact, as it also heightens the

importance of effective leaders that will be the ones charting the future course of

community colleges (Murray, 2010).

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These statistics signaled the need to plan for the next generation of leaders. As the
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post-secondary environment evolves and changes, it creates new and unique challenges

and opportunities for educational leaders. Similar to the situation in the United States, a
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key challenge in Ontario has been the aging population of community college leaders and

the increasing demands of the role. With the recent wave of retirements, resignations, and
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position changes, the role of Chief Academic Officer is a leading example of the effect

these factors are having in Ontario. Including the planned retirements that have already

been announced, by September 2016 there will only be four Chief Academic Officer

(often identified as Vice-President, Academic) with greater than 3 years of service in

their current role (personal communication, S. Hudson February 22, 2016).

Rationale for the Study

As an academic administrator for ten of my over twenty years in the community

college system, I have personally experienced, firsthand, the challenges and the joys

associated with these leadership roles. Academic leadership roles required a blend of:
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knowledge of the scholarship of teaching and learning, interpersonal talents, an ability to

network and engage external partners, the ability to be innovative, and strong

organizational and managerial skills. These roles required flexibility to move between

strategic and operational decisions, internal and external activities, and engaging

students, staff, and various stakeholders all in a given day.

Academic administrator roles seem to have been at the confluence of many direct

problems, but seem to yield few direct benefits. These positions received constant

pressure from senior leadership with respect to meeting budget goals and enrolment

targets, dealing with unhappy students and parents, and supporting, sometimes

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unrealistic, demands from external stakeholders.
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Historically, reporting to these positions have been faculty and support staff, both

full and part time. In Canada full time faculty and support staff have been members of
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province-wide unions (OPSEU/SEFPO, 2015a; OPSEU/SEFPO, 2015b). This has placed

many restrictions on how an administrator can move towards achieving the college’s
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mission. It has not been uncommon for an academic administrator to have up to 200

individuals reporting directly or indirectly to them.

This unionized environment also highlighted one of the most significant

differences that creates a unique situation for community colleges in Ontario, and across

Canada. In the Canadian university environment, and throughout the American higher

education system, academic administrators have been primarily recruited from the ranks

of faculty, and have the opportunity to return to those positions. In essence there has

existed a ‘two-way door’ between academe and administration. Although this has been a