Publication Date


Document Type


First Advisor

Rose, Amy D.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Counseling, Adult and Higher Education


Community college presidents--Illinois--Case studies; Educational leadership--Illinois--Case studies


The purpose of this investigation was to explore the process of vision development of new community college presidents and elements that contribute to the shaping of a vision. In researching the vision development of first-time community college presidents, a phenomenologically informed case study was employed that explored their vision development process through in-depth interviews; review of their profiles; year one, two, and three addresses to the college community; college documents and publications; and my autobiographical statement. The majority of studies of community college presidents have used a survey instrument to gather data. While these types of studies provide a profile of presidents, the profiles do not necessarily provide information about their visions. Nor do the studies address the primary concern of the need for leaders with new visions that address the challenges community colleges face in this dynamic social and economic environment. Understanding vision development may lead to visions that address the future needs of community colleges and their students. Through the analysis of the data, two models address the research questions. The Congruence model demonstrates the themes in action, communication, contextual realities, change, and vision as well as their intersections, which reveal the subtle issues of vision development. The Vision Development model is illustrated in two stages. The first is the Process of Vision Development, demonstrating the various steps in the process: the sources of input, filters, president's vision shaping, vision in action, and a balanced vision, which reflect the president's institutional philosophy and the institutional mission. The second illustration is a Model of Vision Development comprised of three elements: sources of vision, a feedback component, and actualization process. Along with these two models, nine principles of vision were identified to assist future presidents for one of the essential tasks of leadership—creating a vision for their institution. The results of the study suggest that a president should possess a vision that is continuously communicated to the college community, allow for collaboration among all constituents, value diversity of people and ideas, implement vision through programmatic action, and allow for continuous assessment. The president leads the way by being the primary promoter of the vision.


Includes bibliographical references (pages [174]-179).


xxxi, 187 pages




Northern Illinois University

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