Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

cheryl-Marie Osborne

Second Advisor

Philip Pendley

Third Advisor

George Giokaris

Abstract

Purpose: It is the purpose of this sequential explanatory mixed-method study to identify and describe the leadership strategies that exemplary mid-level student services administrators in California Community Colleges use to create an organizational culture of inclusiveness using Kennedy’s (2008) five leadership qualities.

Methodology: For this study, a sequential explanatory mixed-methods design was used. The study’s quantitative part was conducted using an online survey instrument delivered to each participant. In the survey, participants were asked whether they were willing to take part in a one-to-one follow-up interview. Once identified, qualitative research was used to conduct interviews with exemplary mid-level student services administrators to provide further explanation of the results obtained from the quantitative survey. Criterion-based, purposeful, and snowball sampling methods were used to recruit 15 survey respondents and 5 interview participants from Southern California Community Colleges. Descriptive statistics were used to analyze quantitative data, while thematic coding analysis was applied to qualitative data to identify themes and patterns.

Findings: The combined results yielded 11 themes, which were referenced 213 times, and led to six major conclusions. Recognized strategies include integrating inclusion into formal policies, using professional development to achieve equity, and intentionally building relationships that transcend professional titles. These leaders facilitate discussions through active listening and openness and hold themselves personally responsible through an ethical approach rather than simply checking off boxes on a procedural list.

Conclusions: Mid-level administrators are crucial in bridging the gap between top leadership and departmental practice. However, inclusive strategies appear to depend on relationships and, therefore, the institutional culture is precarious in the event of leadership changes. Relational skills and ethics are more crucial in defining the sense of belonging than any policy in place. Without psychologically safe spaces, teams cannot be brave enough to discuss controversial issues.

Recommendations: Replicating the study across different types of institutions and geographic locations may indicate whether the patterns remain consistent. Including the voices of staff and students may also provide triangulation of the experience. Longitudinal studies may indicate whether an inclusive culture continues when the leader changes. Qualitative studies should also explore the leader's readiness for courageous dialogue.

Download

Share

COinS