Date of Award

Spring 4-30-2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Douglas DeVore

Second Advisor

Donald B. Scott

Third Advisor

Paulette Koss

Abstract

Purpose: The purpose of this phenomenological conceptual replication study was to discover and describe how exemplary California Community Colleges vice presidents of student services establish common ground and produce breakthrough results by using the six domains of conflict leadership strategies (ethical behavior, shared interests, emotional intelligence, problem-solving, collaboration, and communication).

Methodology: This qualitative phenomenological study explored and described the impact of using conflict leadership strategies to establish common ground and produce breakthrough results as perceived by California Community Colleges vice presidents of student services. I was part of a thematic team of six peer researchers and faculty advisors who developed a semistructured interview protocol. Using both convenience sampling and purposive sampling, eight participants were selected to be interviewed about their lived experiences.

Findings: The literature and findings from this study demonstrated how exemplary vice presidents of student services used the six domains of leadership strategies to establish common ground and produce breakthrough results. The semistructured interview responses and artifacts resulted in 17 themes, 209 references, six major key findings, and two unexpected findings.

Conclusions: The literature and findings support that exemplary vice presidents of student services showed their ability to use the six domains of leadership strategies to transform conflict and reach common ground. Vice presidents of student services used one leadership strategy or a combination of leadership strategies to establish common ground and produce breakthrough results.

Recommendations: It is recommended that California Community Colleges develop a training and mentoring program for leaders to integrate the six domains of leadership strategies. To maintain current knowledge on conflict leadership, colleges should implement an annual professional development curriculum. College administrators should be encouraged to learn effective leadership strategies for adequate application and practice.

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