Conflict Management Challenges at Integrity Community College
Summary: This case study is designed to serve as a teaching and learning tool which can be used by aspiring educational leaders to enhance their skills in conflict management and communication. The mastery of both leadership skills will enable aspiring educational leaders to effectively plan, lead, and direct critical decision-making processes that affect the internal organization and external stakeholders. The college President at Integrity Community College was not able to effectively communicate with the Board and, as a result, the Board Chair had to intervene and resolve the issue. Today’s educational leaders must serve as the organization’s the primary leader and architect prepared to meet the decision-making challenges of its internal and external constituency.
Note:
This module has been peer-reviewed, accepted, and sanctioned by the National Council of Professors of Educational Administration (NCPEA) as a scholarly contribution to the knowledge base in educational administration.The Integrity Community College (ICC), located in the Southside of Larose City, is the best kept secret in the southern coastal plains. This college serves a diverse student population over 40,000 students each semester of which 25.2 % are African Americans, 15.3% are Asian Americans, 24.5% are Anglos, 27.6% are Hispanic, and 7.4% are other. The college offers outstanding academic preparation, workforce training, and lifelong learning opportunities that prepare students to successfully meet the workforce and technological challenges of Larose’s job market. Integrity Community College serves as a natural link for nontraditional students, who are first time in their families to attend college, first generation, economically disadvantaged, and academically under-prepared.
The college, founded in 1980, is governed by seven Board Officials that are elected from single member districts and serve staggered, four-year terms. The Board has the final authority to develop, interpret, and evaluate policies that govern the college. As visionary leaders, they are committed to adopt strategic policies that support an educational model that places learning first. To say the least, the Board exemplifies a high level of enthusiasm, commitment, and interest. In 2001 and 2002, Integrity Community College Board Officials received the Association of Community College Trustees’ Equity Award for the leadership displayed in setting policies and achieving results for the enhancement and expansion of opportunities for minorities and women.
The Integrity Community College is located in an economically depressed area of Larose which has a massive concentration of unskilled workers living in poverty at 48 percent. The population of Larose City is estimated at 938,000: 29 % African Americans; 9% Asian Americans; 25% Anglos; 33% Hispanics, and 5% other. According to the State Bureau of Statistics (2000), the average household income for four persons per family was $55,000 in Larose City. However, in the Southside of Larose, the average household income for a family of four was $32,000. Furthermore, 46% of the family households earn less than $25,000. The surrounding community of the college is bordered by freeways and railroads, extensive freight yards and warehouses and abandoned buildings. The Southside community has been historically underserved and there is a strong need to raise the educational level of its residents. Students in the target area are first-generation students who lack skilled training and basic education. The population of the college target area is predominantly Hispanic and Black. For example, Hispanic school age children make up 35 percent of the Larose Independent School District (LISD) and their numbers are rapidly increasing. African-American students make up another 31 percent of LISD, making a majority of the school district Hispanic and African-American at 66 percent.
The LISD Research Department reports that only 60% of the high school seniors graduate and, of this number, less than 30% will enroll in college. In part, the high dropout rate at 40% is attributed to LISD’s failure to meet the students’ academic needs, high ratio of students to counselors, low educational expectations, and social economic challenges. The target schools have a truancy rate of 55 % or higher. If this current dropout rate is not addressed, the community will continue to experience high levels of unemployment, poverty, crime and teen violence. The entire area serves as a major challenge to the educational and economic growth and development of the Larose community.
In response to this academic challenge, in May 2004, Dr. Vicky Ray, President of Integrity Community College, presented a proposed educational initiative to the College Board Officials seeking their support to approve a High School Dual Credit Program plus waive the student tuition and fees. Dr. Ray presented the unique features of the Dual Credit Program and how the program would provide the LISD high school seniors an opportunity to enroll both in high school and college level courses and receive course credit at both schools. The proposed plan was to enroll 410 high school seniors during the first year of operation. The waived tuition and fees of 410 students was projected at $259,300 on state reimbursement funds in the Dual Credit Program. Enrollment was projected to increase by 10% from fall to spring.
Although the seven Board Officials supported the proposal and recognized the importance of expanding their partnership with LISD, three of the Board members vehemently opposed the plan particularly because of the potential loss of reimbursement at $259.300 for Integrity Community College. These officials disputed the proposal on the grounds of the Board’s policy-making and fiduciary responsibilities to maintain sound business practices. Their support and approval of such program could be viewed by their constituency as a reflection of the Board’s irresponsible behavior to management public funds responsibly. Therefore, three Board Officials publicly denounced the plan. On the other hand, the other three Board Officials supported the plan and, furthermore, applauded the College President for exploring new partnership opportunities with LISD and community. The Board Chair who held the decisive vote, allowed both groups to dispute and debate their differences. This matter could have escalated; however, the Board Chair, a well-respected senior member of the Board and community, politely intervened and redirected the discussion. After extensive discussion on the matter, the Board Chair reframed and reshaped the discussion by casting the potential gains and benefits of the dual credit program as a sure thing. The Chair viewed the expansion of the Dual Credit Program as having an economic impact of $1 million over the life time for each high school graduate that continues with their education and completes a bachelor’s degree. In part, the College President was responsible for instigating the conflict interaction by casting the introduction of the report based on the potential loss of $259,300 state reimbursement funds. To achieve consensus, the Board Chair was able to establish an open and shared dialogue and thus proceed by making a compelling argument on the long-term social and economic impacts and benefits to the Larose community. At the end of the discussion, the College Board Chair had persuaded the seven Board Officials to approve Dr. Vicky Ray’s proposal to waive the tuition and fees of the college Dual Credit Program for the LISD high school seniors enrolling at ICC.
The following year, June 2005, the Board authorized the College President, Dr. Ray, to hire, APLUS, architectural firm, to conduct a needs assessment based on a ten-year facilities master plan. The assessment included a quantitative and qualitative analysis. The quantitative data was based on the participation rate of the service area’s untapped market potential and building capacity rate. The APLUS Consultants defined the participation rate as the total enrollment of the Integrity Community College students divided by residential area adult population over 18 years of age. The qualitative data included an analysis of the recordings and documentation collected through interviews, surveys, and observations, public forums involving students, families, community and business. The consultants presented the results of the study to the Board in December 2005.
First, based on the input by the various stakeholders (students, families, community, and business leaders), the study found that the 40,000 student population averaged 86 gross square feet of space per full-time student equivalency (FTSE), far below the national urban norm of 110 square feet per full-time students. The goal was to increase the FTSE per student from 86 gross square feet to 100 by 2015. As such, the APLUS Consultants recommended the construction of three new campus buildings (Health Science, Childcare, and Early College Technology Centers). Second, the consultants highly recommended that the Early College Technology Community Center be constructed through a partnership with the local school district. This building, to serve a capacity of 1,800 students, would provide innovative and seamless educational and career growth opportunities between ICC and LISD students in technical fields and serve as a catalyst for adult literacy and community education classes and services (GED, ESL, ABE, and other supportive classes).
Once again, the three Board Officials, who initially opposed the Dual Credit Program in May 2004, were disgruntled with the findings and recommendations presented by the APLUS Architects. The three College Board Officials openly challenged the consultants’ findings and recommendations, specifically the construction of the Early College Technology Center. The three Officials made disparaging remarks on the school district’s ineffective leadership to successfully meet the academic and career challenges of the high school students. The three Officials defend their position as the following: 1) continued rising educational costs; 2) reduced funding from the state; and 3) on-going pressure from the constituency to maintain low taxes.
The three Board Officials attempted to garner support from the college faculty senate members, who did not fully embrace the partnership between LISD and ICC on the Early College Program and felt little ownership on the proposal. For example, faculty felt that the APLUS consultants failed to provide them with reflective thinking. Also, the consultants did not discuss, explore and evaluate the different options. On the other hand, the three Board Officials, who support the Dual Credit Program, were in agreement with the APLUS recommendations to construct the three centers (Health Science, Childcare, and Early College Technology). The early college center will serve as an expansion of the Dual Credit Program. The three Board Officials presented strong evidence on the multiple impacts (education, social and economic) and long-term human and capital investment among students and community. To minimize further conflict and outbursts between the two groups, the Board Chair reinforced the gains and benefits for constructing the Early College Technology Center. The Chair reported that for every credit completed in the Early College Program, students will, on average; earn $111 more per year for every year they are in the workforce. Also, for every full-time year the students attend college, they will earn an additional $3,805 per year. Also, at the end of four years, the total annual anticipated economic impact to the Larose community will be close to $1 million per year.
After several public hearings and further deliberations, in May 2005, the College Board voted and approved to proceed with a bond election on a Capital Improvement Plan that included the construction of three new building facilities (Health Science, Child Care, and Early College Technology Center). In March 2006, the voters of the Larose community approved the bond referendum of $85 million.
Teaching Notes
This case study address the challenges that a College President faces while making critical path decisions that impact students, faculty, governing board, and community. The College President must have a full understanding and recognition on how internal College Board policies and executive decisions impact the external structure, in this case, Larose community and the Larose Independent School District. The college President must establish himself or herself as the legitimate leader capable of leading, connecting and communicating with the key stakeholders by keeping them well-informed on critical issues and concerns. This can be accomplished by establishing a person-centered dialogue that will encourage the stakeholders to share their feelings and point of views. Also, key to this form of communication is the manner that a person defines the problem and delivers the message. The delivery of the messages by 1) the college President on dual credit and 2) APLUS Consultants on the joint partnership between LISD and ICC were casted as a negative option. Instead, of the College President taking control of the situation on both issues, the College Board Chair had to intervene. Other issues included the faculty senate aligning themselves with some of the Board Officials, who opposed the Earl College Program. In this case study, the College President could have minimize conflict interaction by having a better understanding on the effective application of strategies and tactics on communication, conflict behavior, decision-making, art of negotiation, and cultural awareness. In summary, it is critical that aspiring educational leaders and/or College President recognize the key factors of conflict management and communication when addressing issues that may have an impact on students, organization, and community.
Teaching Objectives
This study will provide aspiring educational leaders with teaching and learning opportunities in the classroom, as well as, their work environment by enhancing their critical thinking skills and leadership skills as the following:
- To learn the fundamental concepts and principles of conflict management that will enable the educational leader to have a better understanding of the organizational culture and climate.
- To acquire knowledge and understanding on the practice of an open system that reinforces a high level of connectivity and communication skills with different levels of the organization and external stakeholders.
- To introduce the College President to new opportunities by tapping into a wealth of internal and external resources that will contribute to the adoption of innovative programs, infusion of technology, promotion of community and economic development, expansion of partnerships with business, schools and other entities.
- To gain insight on the alternative models of governance in a community college system that include a review of the roles and responsibilities of the Board, College President, administration, faculty and constituents it serves.
- To explore, discuss, analyze, and identify attributes that influence effective leadership in a changing society.
Questions for Discussion
- It is apparent that the concept of Dual Credit and Early College were hot topics for some of the Integrity Board Officials. As the College President, what type of strategies would you use to manage the conflict interaction?
- The Dual Credit and Early College Programs are designed to meet the academic challenges of a nontraditional student population (first generation, academically under-prepared, economically disadvantaged, youth, etc). As such, what type of professional development would you provide the administration, faculty, and counselors?
- A College President is viewed as the primary strategist and architect in framing and reframing the organizational climate and culture. How does framing and reframing affect conflict interaction, specifically as it relates to this case study?
- Before engaging in major decision-making processes that impact organizational changes, what must a College President do to help minimize conflict interaction?
- In this case study, was it prudent for the consultant to introduce the findings and recommendations of the Facilities Master Plan?
- Twice the Board Chair had to break the tie on the Dual Credit initiative and Early College Program. Do you consider this action as a poor reflection of the College President’s inability to communicate effectively with the Board and college faculty?
- The College President and Board have distinct roles in the development and implementation of policy, identify and discuss the distinct roles and responsibilities between both.
- The Early College Program will help increase the high school graduation rates and student recruitment and retention at the college level. This seamless connection will enable the students to a higher education path that ensures a ladder of upward educational and economic mobility. As such, do you consider Early College as an educational initiative that should be funded by the public school district or college system?
References
Bensiomon, E., Neumann, A., & Birnbaum, R. (2000). Higher education and leadership theory. In M. C. Brown, II (Ed.), Organization governance in higher education--ASHE Reader (5th ed., pp. 214-222). Boston, MA: Pearson Custom Publishing.
Folger, J., Poole, M., & Stutman, R. (2005). Working through conflict: Strategies for relationships, groups, and organizations. Boston, MA: Pearson Educational, Inc.
Masland, A. (2000). Organizational culture in the study of higher education. In M. C. Brown, II (Ed.), Organization governance in higher education – ASHE Reader (5th ed., pp. 145-152). Boston, MA: Pearson Custom Publishing.
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Last edited by National Council of Professors of Educational Administration on Jan 2, 2008 11:31 am US/Central.