This dissertation introduces and employs the HERC model, a novel conceptual framework developed to critically analyze the intricacies of town-gown relationships during a boundary-spanning crisis. Situated in Tucson, Arizona, the study delves into the nuanced communication dynamics of two key higher education institutions: The University of Arizona (UA) and Pima Community College (PCC) during the COVID-19 pandemic. Utilizing the lens of narrative theory, political ecology, and political economy, this research aims to uncover how UA and PCC engaged with their diverse stakeholders in the midst of a global health crisis and to discern the implications of their chosen communication strategies on their overall rapport with the local community. This study used a qualitative research design comprising of semi-structured interviews with academic leaders, faculty members, and influential community figures. This was further enriched by a comprehensive analysis of over 300 press articles, with the sampling methodology encompassing both purposive and snowball techniques. Guided by the HERC model, the analysis illuminated the distinctive narrative trajectories chosen by each institution. PCC leaned into the silent service narrative; underscoring actions taken for community betterment without seeking overt recognition. On the other hand, UA showcased a multifaceted approach, intertwining identity-building narratives with shades of resource attainment and cosmopolitan undertones. A discernible contrast emerged when assessing the institutional relationships with varying stakeholder factions. While academic administrators reflected a generally positive alignment with both institutions, community leaders revealed more complex sentiments. Notably, the relationship dynamics between UA and its stakeholders were marked by more pronounced tensions compared to PCC's more harmonious engagements. Infusing insights from political ecology and political economy, this study brings to the fore the intricate web of power dynamics, resource maneuverings, and academic ecosystem considerations shaping higher education, particularly during pivotal crisis moments. The implications of the research are multifaceted. For community colleges, narratives rooted in localism and resource deployment, as outlined in the HERC model, appear to resonate deeply. In contrast, research universities might benefit from harnessing identity-building narratives, augmented by political economy nuances. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]