Browsing by Subject "Community colleges"
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Item A cultural critique of the use of networked electronic discourse in a liberatory composition pedagogy(Texas Tech University, 1999-05) Jordan, Mark WayneThis dissertation examines the similar goals and characteristics of liberatory pedagogy and networked electronic discourse pedagogy. Liberatory pedagogy is usually dated from Paulo Freire's Pedagogy of the Oppressed (1970) while network pedagogy, based on textual communication between linked microcomputers, is dated from Trent Batson's pioneering work at Gallaudet University in the mid- 1980s. Both pedagogies attempt to cultivate within students a critical consciousness, though liberatory pedagogy focuses more on societal transformation than network pedagogy generally has done. Interpretive readings of seminal works within each field reveal that both pedagogies share the two fundamental qualities of a formal dialogic communication model and a nascent postmodernity. Dialogogically, both pedagogies demonstrate awareness of the dynamic ambiguity of language, privileging of communal dialogue, encouragement of epistemological knowledge-making, and nurturing of a critical consciousness. Common postmodern qualities are innate skepticism for prescribed values, an awareness of the decentered yet often oppressive nature of contemporary power formulations, and an intrinsic respect for diverse voices and differing subjectivities. Despite such similarities, the literature regarding liberatory pedagogy seems scarcely aware of the parallels between it and network discourse pedagogy. Literature on the latter pedagogy, meanwhile, shows more awareness of liberatory pedagogy but tends to borrow from it in piecemeal fashion, seldom invoking the full liberatory apparatus. Nevertheless, the similar goals and characteristics of both pedagogies suggest that they can be mutually beneficial allies which together can create a more effective learning environment than either can separately. Further, this alliance of similar pedagogies can find a fruitful context for implementation in the community college, the third major element examined. Despite the typical community college focus on preparatory or vocational goals, some features which make the community college fertile ground for the suggested pedagogical alliance are the diversity of student populations, their large percentage of ethnic minorities and socio-economically disadvantaged students, and such colleges' own typical identity as small, locally-rooted, largely independent and thus versatile entities.Item Item An analysis of selected duties of academic deans of public junior colleges(Texas Tech University, 1968-08) Day, Weldon EugeneThe problem of the study was to appraise the relative importance of the performance of selected duties for the academic deans of public junior colleges. Basic to the problem was the identification of the frequency with which each duty from the selected list of duties was currently performed by the academic deans of public junior colleges.Item Board of trustees governing for student success(2009-05) Prater, Wendi Carol; Roueche, John E.The purpose of this study was to examine to what extent community college trustees understand student success and the processes they used to prioritize student success practices at their institutions. This study used qualitative and quantitative methods that included several analyses.Item A case study of the perceptions of faculty, administrators, and staff regarding the development of a "culture of evidence" at two Texas community colleges(2007-05) Peterson, Gregory F.; Roueche, John E.In order to meet the educational and economic demands of the United States in the future, institutions of higher education must increase the number of students who persist to the completion of a certificate or degree program, especially low-income students and students of color (Carnivale and Desrochers, 2004). To increase the persistence and completion rates of these students at community colleges, national initiatives, such as the Achieving the Dream: Community Colleges Count initiative, have emphasized the importance of creating institutional environments in which planning and improvement efforts are data-driven (Achieving the Dream, 2005). This study explored the perceptions of faculty members, administrators, and staff directly involved in establishing this data-driven environment, also known as a “culture of evidence,” and the extent to which those perceptions had disseminated through the larger college community. Through the use of a case study and focus groups using Interactive Qualitative Analysis (IQA) methods, the development of a “culture of evidence” at two Texas community colleges was examined as perceived by college constituents involved in its creation and by a group of college constituents indirectly influenced by their efforts. The emerging themes are discussed in their relation to promoting and maintaining a data- driven culture in the future.Item Chief academic officers in public community colleges: an analysis of leadership attributes(Texas Tech University, 2004-08) Fons, August MarionForemost among the challenges facing public community colleges in the United States is a predicted shortage of leaders. Chief Academic Officers not only hold a crucial position of leadership but are also prime candidates for future presidencies. Very little research has been conducted regarding community college chief academic officers and specifically, the study of leader attributes has received minimal attention despite previous research outside the realm of education documenting the positive relationship between attributes and behavior. This study compared chief academic officers' perceptions of their leadership attributes to the perceptions of their immediate subordinates. The purpose of this study was to determine the perceptions of both public community college chief academic officers and their subordinates specifically related to thirty-seven validated, categorical leader attributes shown to affect desirable leader performance and overall leadership effectiveness. Specifically, the study will: (1) demonstrate whether or not there is a statistically significant mean difference between CAO's perceptions of their individual leadership attributes and the perceptions of their immediate subordinates related to each of the thirty-seven leader attributes, the total scale of the leader attribute inventory, management skills scale of the LAI, personal characteristics of the LAI, and the social skills scale of the LAI, and (2) determine the overall leadership effectiveness of chief academic officers in the United States as measured by their immediate subordinates' responses to effectiveness measurement items on the companion instrument to the Observer-Rating LAI, the leader effectiveness index. This researcher concluded that while there were statistically significant mean differences in perceptions related to six of 37 leader attributes there was general agreement between the CAOs and their immediate subordinates related to the leader attribute inventory in it's totality as well as three sub-scales: management skills, personal characteristics, and social skills and characteristics. Additionally, immediate subordinates rated their CAOs leadership effectiveness as being effective to very effective on all of seven effectiveness measures. There were two populations for this study. The first included chief academic officers of single and multi-campus public community colleges in the United States whose colleges are members of the American Association of Community Colleges. The second population included individuals who hold an academic position and report directly to the chief academic officer. A stratified sampling process was used to maximize the potential for a national representative sample utilizing the six accreditation regions. The results of this study may be beneficial to current and aspiring chief academic officers in that k will provide an increased knowledge base which may be used to improve leader behavior. Educational institutions may find this research valuable in considering leadership development programs. Selection committees and governing boards may find this information useful as they consider selecting chief academic officers and meeting future institutional leadership needs.Item Closing the loop on assessment : an analysis of the use of the Community College Survey of Student Engagement(2010-05) Wilson, Grant Warren; Bumphus, Walter G.; Roueche, John E.; Cary, Lisa J.; Nolte, Walter; Johnson, Christine; McClenney, Kay M.Accountability in community colleges, like all institutions of higher education, is a movement that has grown over the past several years. Consequently, colleges are generating a great deal of assessment data, both locally developed and nationally benchmarked. One national survey is the Community College Survey of Student Engagement (CCSSE). CCSSE is an appropriate focus for this study because many community colleges are concerned about the lack of comparative data that would enable them to make more comprehensive evaluations of their programs. This is a case study of a college in Wyoming and its use of the CCSSE data after the college received the results of the survey. A Wyoming college is the focus because it performed adequately on the CCSSE measures and was not currently under any economic pressures that may have affected colleges in other parts of the country during the time frame of the study.Item Critical success factors and the role of the board of trustees in the comprehensive internationalization of community colleges: a qualitative case study(2015-05) McRaven, Nan Marie; Somers, Patricia (Patricia A.); Sharpe, Edwin; Dorn, Edwin; Kinslow, Stephen; Nevils, LaneFor over four decades, scholars and national community college associations have called upon community colleges to internationalize their institutions and produce students with a global competency - students with the knowledge and skills necessary to succeed in the 21st century in an era of globalization. Many community colleges have been slow to respond to the needs of their students in this globalized society. Efforts by college champions are often programmatic initiatives that do not result in long-term systemic change; when these champions are no longer at the institution, the programs falter. This study serves as an additional reference for community colleges seeking to initiate and institutionalize global education programs with a focus on the role of the governing body, the board of trustees. A qualitative methodology and case study design, this study analyzed the role of community college board of trustees in an urban college that has attempted to internationalize their institution. The factors, processes, and obstacles that community colleges face when creating global initiatives in their institutions were also examined. This study revealed ten major themes: (a) role of the board of trustees, (b) chancellor leadership, (c) programs, (d) faculty, (e) curriculum infusion, (f) partnerships, (g) college mission, (h) student success, (i) planning, structures, and systems, and (j) barriers. The findings reveal that the role of the board of trustees in the internationalization of a community college is important, but often limited by knowledge of initiatives and competing demands. The results also point to the importance of participation in the Salzburg Global Seminar as a means of garnering faculty support and course infusion, both critical factors to internationalization.Item Differences in Persistence and Graduation Rates of Hispanic Students in Texas Community Colleges: A Texas Statewide Study(2017-03-22) Stagg, Danielle R.; Slate, John R.; Harris, Anthony J.; Lunenburg, Frederick C.Purpose The purpose of this journal-ready dissertation was to examine the 1-year persistence rates of Hispanic community college students in Texas for the 2007-2008 through the 2013-2014 academic years. Specifically, the relationship of the 1-year persistence rates for Hispanic students as a function of their institutional status (i.e., stayed or transferred) was analyzed. The 2-year persistence rates of Hispanic community colleges in Texas were also analyzed for the 2006-2007 through the 2012-2013 academic years. In addition, the graduation rates of Hispanic and White students in Texas community colleges from the 2008-2009 through the 2014-2015 academic years were examined. Furthermore, the degree to which a trend might be present in the graduation rates of Hispanic and White students at Texas community colleges was also ascertained. Method In this investigation, archival data from the Texas Higher Education Board Interactive Accountability system were downloaded and analyzed in each of the three empirical studies. Specifically, archival data were obtained for the 1-year and 2-year persistence rates of Hispanic Texas community college students. Graduation data were obtained for Hispanic and White students attending Texas community colleges. Findings Inferential statistics revealed the presence of statistically significant differences in the 1-year persistence rates of Hispanic students in Texas community colleges by institutional status in the 2007-2008, 2008-2009, 2009-2010, 2011-2012, 2012-2013, and 2013-2014 academic years. Additionally, inferential statistics revealed the presence of statistically significant differences in the 2-year persistence rates of Hispanic students in Texas community colleges by institutional status in the 2006-2007 through the 2012-2013 academic years. The 1-year and 2-year persistence rates of Hispanic Texas community college students were higher when Hispanic students stayed at the same community college rather than when they transferred to a different community college. In regard to graduation rates, inferential statistical analyses revealed statistically significant differences in the 2008-2009, 2009-2010, 2010-2011, 2011-2012, and the 2012-2013 academic years. Although both Hispanic and White students had low graduation rates from Texas community colleges, the average graduation rates of Hispanic students were lower than the average graduation rates of White students. Implications for practice and recommendations for future research were provided.Item Employee perceptions of progress with implementing a student-centered model of institutional improvement : an achieving the dream case study(2011-12) Cheek, Annesa LeShawn; Bumphus, Walter G.; Gooden, Mark A.; Brown, Anthony L.; Johnson, Steven L.; Mathis, Margaretta B.; Roueche, John E.Achieving the Dream is a national initiative focused on helping more community college students succeed, particularly students of color and low-income students. Achieving the Dream’s student-centered model of institutional improvement focuses on eliminating gaps and raising student achievement by helping institutions build a culture of evidence through institutional transformation. This interpretive case study employed a mixed methods approach and utilized a sequential explanatory strategy to gather detailed information related to the research questions. The study examined, from an insider’s perspective, the progress made by an Achieving the Dream college in implementing practices that reflect the principles of the Achieving the Dream model of institutional improvement. The four principles of the model are: committed leadership, use of evidence to improve programs and services, broad engagement, and systemic institutional improvement. The study was conducted in two phases and involved a quantitative survey of all college employees and semi- structured, individual interviews with members of the college’s Achieving the Dream team. The quantitative and qualitative data were given equal weighting in the study and were integrated to the extent that the qualitative data collected provided supportive insights into the findings derived from the quantitative analysis. This study found the college made progress in implementing the practices reflected by the Achieving the Dream model. The study findings also provide insights into underlying factors that existed at the college related to its implementation of the initiative. The findings will supplement current knowledge about the efficacy of change models designed to help community colleges build a student-centered model of institutional improvement and the knowledge gained should not only benefit the college, but also provide useful information to other institutions involved in this initiative.Item Engaging underprepared community college students : practices leading to increased outcomes(2011-05) Glaser, Erika; Roueche, John E.; Bumphus, Walter G.; Cantú, Norma; McClenney, Kay; Saenz, VictorIn order to close the achievement gaps between traditionally underserved groups and their peers, institutions of higher education must make developmental education a priority by implementing college-wide strategies inside and outside the classroom to help underprepared students succeed. Since community colleges offer educational opportunities to anyone seeking to further their education, and hence serve the majority of underprepared college students, it is difficult to overstate the importance of assessing and strengthening the quality of educational practices for developmental students at these institutions. Assessing the extent to which underprepared college students are actively engaged in meaningful educational experiences, and the relationship between engagement and student outcomes, will help college leaders and policymakers implement research proven engagement strategies to help a population of students that has been historically underserved attain academic success and reap the societal and economic benefits of higher education. Relationships between engagement and three critical outcomes for underprepared college students were investigated: developmental sequence completion, subsequent college-level course performance, and attainment. Similar to studies conducted on the four-year sector, the present study found similar effects of engagement on developmental students attending community colleges. While generally having a positive effect on outcomes, engagement has been proven to have compensatory effects for students which have been typically underserved including minority, nontraditional age, and first-generation students. The present study found that the impact of engagement varies according to student characteristics and level of developmental course need and subject area. Further, the study suggests that certain types of engagement can have greater influence on students which characteristically are least likely to earn a college degree.Item Evaluating intercultural conflict management of community college instructors(Texas Tech University, 2004-12) Sanchez, Jeremy CNot availableItem Faculty perspectives on online learning : a comparative study of Palo Alto College and San Antonio College of the Alamo Community college District(2008-05) Garza, Robert Lee; Kameen, Marilyn C.; Northcutt, NorvellEnrollments in distance education courses continue to rise and faculty members continue to teach them. In some cases, student demand for distance education courses exceeds the number of courses offered by the institution. Additional faculty members are needed to teach distance education courses to meet the increasing student demand. As institutions begin relying on adjunct faculty to teach distance education courses and move toward more progressive distance education programs, the involvement of the stakeholders in decision making becomes increasingly important to student success. The Purpose of this study is to identify factors that online faculty members from a small and large community college perceive as important to the success of online programs. The study also identifies characteristics of successful online course design, faculty responsibilities, student responsibilities and the responsibilities of the administration. The dissertation contains five chapters. Chapter I provides an introduction, statement of the problem, collegiate study: Palo Alto College and San Antonio College, the purpose of the study, research questions, selection of methodology, significance of the problem, definitions of distance education and terms and limitations of the study. Chapter II provides a review of the literature on distance education. Chapter III provides an overview of the methodology (Interactive Qualitative Analysis) utilized in the study. Chapter IV provides an overview of the results of the study to include data collection and analysis process, college selection process, faculty selection for the study, the focus group, individual interviews, and Interactive Qualitative Analysis (IQA). Chapter V includes an overview of the Interpretations and Recommendations for the study. The study identifies several considerations for implementing a distance education program to include 1) Planning and organizing 2) Determining the organizational structure of the distance education program (sole-responsibility, dual-mode or consortium) and 3) Determining the institution’s ability to provide financial support for a distance education program. An institution should also implement policies that will help students succeed in online learning. A few of the recommended policies include 1) Limiting class size to 24 students in online courses 2) Providing proper technical support and training and 3) Providing a reliable student survey for online courses.Item Green building in the community college: a study to illuminate student and faculty perspectives(2009-12) Kovac, Jason Robert; Roueche, John E.Green building has become a popular topic of debate and discussion among stakeholders in higher education. Public expectations for colleges and universities to invest in green building are on the rise. These expectations are fueled in large part by the growing awareness of the detrimental impact of traditional building practices among students and other stakeholders. Community college leaders find themselves on the cusp of a serendipitous convergence—evidence suggests that green building is becoming increasingly cost effective, and supports positive growth of student learning outputs on standardized tests. This research was designed to capitalize on the tremendous opportunity to probe the experiences of faculty and students in these new green facilities, towards a more robust understanding of how educators can maximize the effect of new and emerging building projects across the country. Using reflexive photography, photo elicitation, and qualitative interviews, compelling stories from teachers and learners were collected and analyzed. Research synthesis includes recommendations for communication and organizational learning strategies, an argument for using green community colleges as a testing ground for innovation, and notes on the unique needs of faculty and students in a green community college.Item Highly-engaging community colleges and their successful Hispanic students(2008-12) McLean, Christine Michelle; Roueche, John E.The purpose of this study was to investigate what contributes to Hispanic student engagement and success. The research was twofold, and included 1) a review of highly-engaging and Hispanic-serving community colleges’ programs, practices, and services that contributed to Hispanic student success; and 2) an investigation of Hispanic students’ experiences and relationships that contributed to their success. This was a qualitative investigation to illuminate quantitative data on four colleges across the United States that scored above-average on three or more CCSSE Benchmarks in 2007. Eighteen Hispanic students who were near degree or certificate completion and transfer were interviewed. This research also included Recommendations for Research and Practice, all for the purposes of promoting Hispanic student engagement and success in community colleges.Item The impact of community college initiatives on black males at St. Philip's college : an evaluation of retention, completion, and student engagement efforts(2011-08) Hancock, Anthony, 1956-; Bumphus, Walter G.; Roueche, John E.; Northcutt, Norvell; Brown, Anthony L.; Contreras, AdrianaBlack males continue to struggle when faced with the challenge of seeking a college education (Cuyjet, 1997, 2006; Mincy, et al 2006; Schott, 2006). Currently, they lag behind in college and university participation as compared to other gendered groups as well as their White and Asian counterparts (Cuyjet, 2006; Bush & Bush, 2010). As with every promising Black male community college student, there are barriers to enrollment and completion, e.g., first-generation and first-time-in-college, previous high school academic and disciplinary experiences, peer pressure, family dynamics, financial considerations and social environments serving as barriers to enrollment and completion. Despite these barriers, many Black males students make it to college. However, they often have difficulty remaining in the educational system long enough to complete their certificates and/or degrees. Although, there are many quality community college and university programs designed to increase the overall success of students “prior to” and “during” enrollment, regrettably, many colleges that facilitate outreach and retention efforts do little by way of accountability. Statistical monitoring for evaluation purpose is mixed. Adequate records of how Black males are performing in and apart from college are important for educational institutions as they consider developing specialized programs for minority sub-group participation, engagement, and success. Furthermore, unengaged Black males, and those attempting to aid them, have varying viewpoints as to the type and priority of programs designed to include Black male participation in postsecondary education. This study will examine Black males’ perspectives versus institutional engagement strategies relative to participation, engagement, and successes that influence Black males Men on the Move program at St. Philip’s College. Moreover, the study will furthermore investigate outreach and retention efforts for Black males that were developed by the St. Philip’s College.Item Incorporating managerial competencies in the development of community college leaders : the community college leadership program (CCLP) at the University of Texas at Austin(2011-08) Sendziol, Dana Marie; Vincent, Gregory J.; Bumphus, Walter G.; Northcutt, Norvell; Butler, John S.; Fisher, Karla A.As community colleges continue to define their mission statement, expand their services, and operate in the new global economy, this study explains the multiple dimensions of impact of the nation’s first community college leadership development program, The Community College Leadership Program (CCLP) at The University of Texas at Austin. Over the last 40 years, the program has consistently employed a targeted method of student recruitment, used a cohort learning model, incorporated an internship experience as part of a self-directed pedagogy, and imparted a system of core competencies derived from Mintzberg’s (1973) The Nature of Managerial Work. This study examines factors of the CCLP experience that contribute to successful careers in the community college and also identifies potential applications for utilizing similar tactics in leadership development programs. A qualitative research approach, incorporating mixed-methodologies, is used in this study. The first part of this investigation includes interviews with distinguished graduates, researchers, and other notable persons involved in the community college field, as well as Dr. John E. Roueche, program director. Additional analysis depicts social networking graphs of the positions and geographical placement of distinguished graduates in order to frame the national impact of this program on community colleges at large. Findings include those themes of community college leadership development which may prove useful in guiding the direction of other such programming and curriculum. Additional emphasis is placed on the future of the community college, the advancement of minority candidates to positions of leadership, and key attributes of successful community college leadership.Item Increasing a community college governing board's engagement In accountability for student success : what are the principal influences?(2010-05) Welsh, Linda Susan Anderson, 1954-; Roueche, John E.; Bumphus, Walter G.; Immroth, Barbara; McClenney, Byron N.; Northcutt, Norvel W.Understanding the factors that influence a community college governing board to increase its engagement in accountability for student success was the purpose of this grounded theory case study. A further aim was to develop a model that described how these factors interact. A highly engaged community college governing board, as defined by a focus, perspective, infrastructure, and behavior that identified student success as a priority, was selected and studied to learn what were the principle influences on their engagement in student success. Eight factors were identified initially that influenced the governing board’s interest in student success: Board Characteristics, Changing External Context, Achieving the Dream, Board Roles and Responsibilities, Board Culture, College Role and Purpose, Changing Internal Context, and Student Success. Another factor, Administrative Leadership, also influenced the governing board’s engagement and was added to the final model. Two models emerged from the data: a six factor model that describes how a board becomes engaged in student success and a model incorporating all eight influences that describes governing with a student success agenda already in place. Key findings included the importance of an external emphasis on improving student outcomes at the state and national level; the need for board education on their fiduciary responsibility for ensuring academic quality; and the value of an outside change agent. In this case study, Achieving the Dream: Community Colleges Count, served as the catalyst for change in the governing board’s engagement in student success. The Achieving the Dream Board of Trustees Institute, which educated board members about their roles and responsibilities related to student success, shifted board members’ perspectives and understanding and began the board’s interest in governing with student success as a priority.Item Input and environmental variables influencing community college student satisfaction with Tech Prep programs in Texas(Texas Tech University, 1995-12) Hodge, Kathryn Nell FeatherTech Prep has emerged recently as a major reform in career/technical education. As with any educational initiative, the means of evaluating that program became important. The main problem considered in this study was the lack of reported research on community college students' satisfaction with Tech Prep programs in Texas. Using Astin's (1991) I-E-0 model, an evaluation of student satisfaction with Tech Prep programs was undertaken. The three main purposes for the study were: 1. to determine which, if any, of the input and environmental variables affected student satisfaction with Tech Prep programs in Texas; 2. to identify policies and practices that enhanced student satisfaction; and 3. to make recommendations concerning policies and practices to increase community college student satisfaction with Tech Prep programs in Texas and the nation. The methodology included the development and statewide distribution of a questionnaire. Twenty-five hundred questionnaires were distributed to 53 community college campuses. A total of 500 surveys for students over the age 18 were returned for a usable response rate of 20%. Both descriptive and inferential statistical methods were used to analyze the data. Blocked stepwise multiple regression analyses were used to answer the research questions. These regression analyses allowed the researcher to formulate equations to predict student satisfaction with three dependent satisfaction variables. The major findings were as follows. In formulating an equation to predict student satisfaction with vocational aspects of Tech Prep, 10 of 43 independent variables were found to be significant. In formulating an equation to predict student satisfaction with academic aspects of Tech Prep 10 of 43 independent variables were found to be significant. In formulating the equation to predict students' overall satisfaction with Tech Prep, 11 of 43 independent variables were found to be significant. Furthermore, the data revealed that the Tech Prep students in this study were very satisfied with the program. Policy and procedure recommendations were made based on these findings.Item An institutional focus on student learning and attainment : a case study of Tallahassee Community College(2009-05) Hellyer, Brenda Lang; Roueche, John E.The overarching goals of this study were twofold: first, to learn how community colleges are preparing students to flourish and contribute to a changing and global economy, and second, how they address those students that do not make it through the community college. Within this context, the researcher elected to perform a case study of Tallahassee Community College (TCC), a college identified as focused on improving student success and empowering students to reach their goals; and, committed to sharing data and information across and throughout the institution. To achieve its ultimate goals, this study had four specific purposes. First, it provided an in-depth account of the development and implementation of the organizational vision and student success (learning and attainment) focus at TCC. Second, the study examined how the use of data provided transparency and redirected the focus of TCC. Third, it examined how TCC’s student learning portal is used by students, faculty, staff, administrators, and the board of trustees. Finally, it considered how the findings may inform policy makers, institutional leaders, and researchers about key factors impacting a student success focus. Taken in concert, the study was designed to provide a contextual framework for implementing an organizational vision focused on improving student success. The study is a qualitative research designed case study informed by quantitative data. The study included TCC serving as the unit of analysis for the entire case, and the student learning portal serving as the unit of analysis for an embedded case study. Qualitative methods employed included documents, archival records, interviews, focus groups, and direct observations. Multiple approaches were used to present the case study including a chronology of key historical events and a categorical or topical format based on an inductive analysis of data. Eight themes emerged as contributing to the work of the student success agenda: 1) leadership style of the president and the board relationship, 2) the vision for student success, 3) transparency and open communications, 4) strategic plan, 5) budget, 6) data and information technology, 7) people and development, and 8) sustainability of the shared vision.