Date of Conferral

1-6-2026

Date of Award

January 2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

John Harrison

Abstract

Challenges have limited the opportunities for educational institutions to support student transitions and success. The problem addressed through this study was the challenge to establish effective partnerships between community colleges and public K–12 schools in a rural county in a southern state. Grounded in Hartford’s small group theory, the purpose of this basic qualitative study was to examine community college and K–12 administrators’ perspectives on the role of collaboration and communication, as well as the knowledge and skills needed for faculty, staff, and officials to create and sustain partnerships. Semistructured interviews were conducted with 18 community college and K–12 administrators. Thematic analysis using open coding was conducted resulting in six key themes: (1) collaboration as the foundation for partnership, (2) importance of a shared vision, (3) ongoing transparent communication, (4) knowledge of both systems and policies, (5) interpersonal leadership skills, and (6) continuous improvement and data use. These themes serve as indicators for educational leaders to consider when developing and applying targeted interventions aimed at strengthening partnerships in diverse education contexts. Based on the findings of this study, a multi-day professional development workshop was developed to equip senior leaders with strategies for building and sustaining effective partnerships. The implications for positive social change include improved collaboration between educational institutions, enhanced support for student transitions, and increased capacity for faculty and staff to foster equitable educational opportunities in the local community.

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