The purpose of this qualitative case study was to examine perspectives of attorneys who have transitioned into community college leadership. The study sought to answer questions concerning why attorneys decided to change careers, how they transition into new careers, and to what extent their legal backgrounds helped them in educational leadership. Interviews were conducted of 20 former attorneys across America on their perspectives about career transition and leadership competencies to determine whether they might serve as a viable source for leadership. Participant perceptions revealed a transition to make a difference, the transition process was smooth, and transition was made for a better work environment. Participants recommended for career changers coming from law to informally learn about community colleges, gain work experience therein, and to earn another degree. Participants reported high abilities in communications and professionalism, which are current AACC leadership competencies. Some participants reported low collaboration competencies. Participants also recommended positive reinforcement, teamwork, and problem-solving as additional AACC leadership competencies. Moreover, participants reported other transferable skills including legal expertise, business sense, and analytical skills. Recommendations from this study include a policy and practice of considering lawyers for educational leadership provided they demonstrate work and commitment toward a transition into community college leadership. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

The role of work in one's life, especially as it is represented by experienced workers, has been the focus of many studies; the role of education in relation to the traditional college age student's life has also been studied extensively. However, there is limited research concerning the role of education in relation to the career development of the more mature graduate student who is a member of both the educational and the work community. The primary purpose of this study was to determine if graduate students were mature in their career development and whether there was a difference in the career maturity stages of students who attended graduate school with the intention of changing their occupations as compared with those who intended to enhance them. A secondary purpose was to determine whether age, gender, major field of study, or years worked in current occupation had a relationship to the career maturity of these graduate students. A descriptive design was used in the study. Instruments used to collect data were demographic data sheets and the Adult Career Concerns Inventory of Super, Thompson, and Lindeman (1988). The subjects were 200 randomly selected graduate students from one private and one public university in the Washington metropolitan area. Data were collected by survey and analyzed by descriptive statistics, chi-square analysis, t tests, and regression. The results showed a statistically significant difference between Career Enhancers and Career Changers in the Exploration Stage of the ACCI. Age in relation to career maturity was found to be statistically significant. No statistically significant relationships were found between gender, major field of study, or years worked in current occupation and the career maturity of graduate students. / Ed. D.

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