Achieving the dream: An examination of success factors with a focus cultural change

This study examines the change process to enhance student persistence and graduation rates in four North Carolina community colleges. Using a qualitative research methodology, Lewin’s change model is presented as a framework to investigate the acceptance and implementation of AtD principles in two community colleges. Processes to enhance student success were also examined at two non-AtD community colleges. The findings for this grounded research provide a rich understanding of the long-term impact of organizational change in AtD and non-AtD community colleges and inform future institutional efforts to improve student persistence to graduation or career-focused certifications.ii ABSTRACT Title of Dissertation: ACHIEVING THE DREAM: AN EXAMINATION OF SUCCESS FACTORS WITH A FOCUS ON CULTURAL CHANGE Cathy D. Cornelius, D.M., 2013 Dissertation Directed By: Dr. Charlene Nunley and Dr. Mary Ellen Duncan This study examines the change process to enhance student persistence and graduation rates in four North Carolina community colleges. Using a qualitative research methodology, Lewin’s change model is presented as a framework to investigate the acceptance and implementation of AtD principles in two community colleges. Processes to enhance student success were also examined at two non-AtD community colleges. The findings for this grounded research provide a rich understanding of the long-term impact of organizational change in AtD and non-AtD community colleges and inform future institutional efforts to improve student persistence to graduation or career-focused certifications. iii ACHIEVING THE DREAM: AN EXAMINATION OF SUCCESS FACTORS WITH A FOCUS ON CULTURAL CHANGES By Cathy D. Cornelius Dissertation submitted to the Faculty of the Graduate School of the University of Maryland University College, in partial fulfillment of the requirements for the degree of Doctor of Management 2013 Advisory Committee: Dr. Charlene Nunley, Chair Dr. Mary Ellen Duncan iv © Copyright by Cathy D. Cornelius 2013 v Dedication I enthusiastically dedicate this dissertation to my mom, Mrs. Inez Pauline Dalton Reid. Although mom started the journey with me faithfully and strong, she was unable to finish. However, for 96 years I was blessed with her wisdom and exceptional moral values. She will forever be in my heart, and I will always be grateful for her. The dissertation is also duly dedicated to Dr. Quiester Craig, Dean, School of Business and Economics, North Carolina Agricultural and Technical State University, Greensboro, NC. For forty years, you led the School of Business with excellence. I am thankful for twenty-five years of your brilliance, leadership, mentorship, impetus, encouragement and altruism to build other leaders. vi Acknowledgements To the all wise God, the author and finisher of my faith, be honor and glory forever! Truly I am thankful to God, I am blessed by His faithfulness, His guidance, His love, and His tender mercies. I would like to express my most sincere gratitude to my wonderful husband for his love and support during this journey, particularly for time and space to complete the research. To my son, DeShon, my sisters Paula and Sheila, and my brother James, you know how much I love and appreciate you! The encouragement and support continues to sustain me. To my mentor and very dear friend, Dr. Wanda F. Lester, I am forever grateful for your love, wisdom, humor, encouragement, chastisement, and editing skills. I could never repay you, so I am asking God to bless you exceedingly and abundantly above all you could ever ask or think. I would like to thank the faculty and staff at the University of Maryland University College for your consummate professionalism. To my dissertation committee, Dr. Charlene Nunley and Dr. Mary Ellen Duncan, the leadership, commitment, guidance and support to the entire cohort was exceptional. Thank you for the opportunity and the challenge to reach beyond my potential. vii Table of Contents Dedication .......................................................................................................................................v Acknowledgements ........................................................................................................................ vi Table of Contents .......................................................................................................................... vii List of Tables ................................................................................................................................ ix List of Figures .................................................................................................................................x Chapter 1: Introduction ....................................................................................................................1 Statement of the Problem .............................................................................................................1 Statement of Purpose ...................................................................................................................4 Context and Background Information .........................................................................................4 Theoretical Base ..........................................................................................................................7 Research Questions ......................................................................................................................8 Significance of the Study .............................................................................................................9 Definition of Terms ...................................................................................................................10 Chapter 2: Literature Review .........................................................................................................13 Achieving the Dream Initiative ..................................................................................................13 Motivation for AtD Formation ..................................................................................................16 AtD Organizational Design and Principles ................................................................................18 AtD Principle—Committed Leadership ................................................................................19 Principle 2—Use of evidence ................................................................................................20 Principle 3—Broad engagement ............................................................................................22 Principle 4—Systemic institutional improvement .................................................................23 AtD in North Carolina ...............................................................................................................25 Organizational Culture and Change ...........................................................................................29 Chapter 3: Conceptual Model ........................................................................................................37 UNFREEZING—The AtD Initiative: Changing an Existing Culture .......................................37 MOVING—Leadership, Engagement, and Transparency .........................................................41 REFREEZING—Institutionalizing AtD Principles to Drive Student Success ..........................44 Chapter 4: Methodology ................................................................................................................50 Introduction ...............................................................................................................................50 Research Design ........................................................................................................................50 Participants ................................................................................................................................51 Data Collection and Analysis ....................................................................................................53 Methods of Selecting Scholarly Research .................................................................................56 Panel of experts ......................................................................................................................59 Conclusion ................................................................................................................................61 Chapter 5: Analysis and Discussion ..............................................................................................62 Analysis of Reviews by Subject Matter Experts .......................................................................62 Integration of Research Questions and Conceptual Model .......................................................66 Focus Group Participants and Structure ....................................................................................68 Focus Group Data Findings .......................................................................................................70 AtD faculty and administrators ..............................................................................................70 Non-AtD faculty and administrators ......................................................................................74 viii Student Focus Groups ................................................................................................................78 AtD student focus group ........................................................................................................79 Non-AtD student focus group ................................................................................................79 Presidential Interviews ...............................................................................................................84 Cultural change ......................................................................................................................84 Top leadership support and resource allocation .....................................................................85 Internal and external collaboration ........................................................................................87 Analysis and Discussion ............................................................................................................88 Faculty and administrators .....................................................................................................89 Students .................................................................................................................................90 Presidents ...............................................................................................................................90 Chapter 6: Implications for Practice, Areas for Future Research, and Final Conclusions ...................................................................................................................................92 Overview of Study .....................................................................................................................92 Summary of the Findings ...........................................................................................................92 Limitations of the Study ............................................................................................................95 Recommendations for Future Research .....................................................................................96 Final Conclusion ........................................................................................................................97 Appendices ....................................................................................................................................99 References ...................................................................................................................................108 ix List of Tables Table 1. NC Jobs and Earnings by Required Education (Est. 2007 and 2017) ............................27 Table 2. Summary Report on Performance Measures, 2007-2008 North Carolina ...........................................................................................................................29 Table 3. A Framework for Organizational Culture .......................................................................35 Table 4. Key Subject Areas and Databases ...................................................................................57 Table 5. Analyses of Critical Authors ...........................................................................................57 Table 6. Research Questions and Conceptual Model Integration .................................................67 Table 7. Focus Group Participants ................................................................................................69 x List of Figures Figure 1. The Impact of Achieving the Dream: An Examination of Success Factors with a Focus on Cultural Change .....................................................................38 Figure 2. Impact of Achieving the Dream ....................................................................................49 Figure 3. 2010–2011 Community College Enrollments by Race/Ethnicity and Gender ...........................................................................................................................52 Figure 4. Four-year Retention Rates by Community College ......................................................53 1 Chapter 1: Introduction Community colleges in America face a troubling challenge that is still in search of a solution for first-year students attending their institutions. A number of students attending these institutions are not continuing in the academic program, and others continue intermittently, and often fail to earn a certificate or degree even after six years of matriculation (American Association of Community Colleges [AACC], 2012). The Business Higher Education Forum (BHEF), an organization comprised of academic and business leaders, has been a vocal advocate for improvements in the college readiness of students in K-12, and enhancements in the study of science, technology, engineering, and mathematics (Business Higher Education Forum, 2012). The concern of this group rests on ensuring the global competitiveness of America’s secondary and post-secondary schools. Members of BHEF recognize that today’s competitive work environment requires that individuals have the competencies and skills to be adept in problem solving, critical thinking, and excellent verbal and written communication skills. Smith (2004) called the educational problem confronting America’s youth, and especially low-income students and those students of color, a “quiet crisis” (p. 123). The open door admissions policy of the approximately 1,200 community colleges that serve nearly half of the country’s college students place these institutions on the front lines in educating the nation’s future workforce (Bragg, Kim, & Barnett, 2006). Statement of the Problem Community colleges have evolved over the twentieth century as institutions of higher education with a mission focused on providing students affordable access to postsecondary education (Cohen & Brawer, 2003). Through low-cost public support, open enrollment, and remedial courses to supplement a student’s lack of college readiness, most community colleges 2 have succeeded in providing affordable educational opportunities despite long-standing barriers to post-secondary education (Pusser & Levin, 2009). However, the nation’s increasing need for globally competitive workers’ demands that community colleges monitor far more than just access to education—students’ continuous persistence toward attaining a degree or certification have now become the measure of community college success. The Achieving the Dream (AtD) Initiative began in 2004 as a national program for increasing the success of community college students, with a particular focus on those of low-income and students of color. Although AtD is a widely-respected program, qualitative and quantitative research studies find conflicting results relative to the influence of the program’s principles as they relate to student success among those community colleges selected to participate in the program. A secondary concern relates to the ability to scale the program to non-participating community colleges in the similar regions. When community college success is measured by outcome data such as student persistence and graduation rates, the results reveal a mixed view of success (Bragg et al., 2006; NCCC, 2008; Bueschel, 2009). Osterman (2010) states that “the majority of students who enter community college do not succeed and this failure comes at a great cost to them and to society” (p. 3). Bueschel (2009) suggests that community colleges open-enrollment admission policies position them to become victims of their success. In welcoming all students, community colleges also open their doors to students who are not adequately prepared for requirements of postsecondary education, and some who may not understand the requirements for success in this academic environment (Bueschel, 2009). Community colleges are serving increasing numbers of students, including some identified as having academic challenges (NCCC, 2008). Additionally, many states fund community colleges at high-school rates or slightly above, resulting in inadequate resources for appropriate student monitoring and assessment (NCCC, 2008). Without 3 critical competency measures, many colleges lacked the data upon which to make effective program improvement decisions. In the 1980s, higher education as a discipline was forced toward more data collection, as the interests of major governmental and private funding agencies shifted from the dominant educational model of “growth and access” to a model that emphasized program assessment and accountability (Gaither, Nedwek, & Neal, 1994). Motivated by funding and accreditation mandates, various measures have been implemented within higher education to achieve continuous improvement in program effectiveness. Despite the broad-based, holistic support, some participating community colleges continue to face challenges with respect to both the process of data gathering, and creation and/or enhancement of an evidence-based, decision-making culture. These institutions continue to underachieve expected standards related to student program completion. Other institutions unrelated to the AtD initiative also appear to be progressing toward changes that encourage student persistence and degree or certification attainment. The problem is that community colleges are being exhorted to dramatically increase the progress, academic success, and degree completion of their students. This demanding undertaking cannot be achieved simply through the creation of discrete programmatic change. McClenney and McClenney (2010) address this matter of student success as one that demands “visible, persistent leadership” at the levels of the president and the boards of trustees. Moving institutions grounded in a mission of providing postsecondary student access to the communities they serve must now maintain focus while simultaneously engaging in practices that equally advance student persistence and program completion. Further, the new culture that embraces processes for student success must not rely on anecdotal inferences, but must be anchored instead on evidence based decision making approaches. The challenge of changing 4 organizational culture is complex and is a daunting problem that leaders at both Achieving the Dream and non-Achieving the Dream colleges are facing at the present time. Statement of Purpose The overarching purpose of this study is to examine the change processes implemented by AtD and non-AtD community colleges to create an evidence-based culture committed to student success. The study focuses specifically on the principles of the AtD initiative, as a change model, and the application of these principles at the four North Carolina community colleges. The study serves several purposes including: (1) to describe what leadership factors positively influence cultural change to an institution where student success is embedded in institutional processes and practices; (2) to describe the impact of increased faculty and staff engagement on student success rates; (3) to describe how the culture has evolved in the use of institutional data to guide decision making related to student success; and (4) to determine whether there are differences in the way AtD and non-AtD colleges have approached the cultural change process related to student success. Context and Background Information At every academic level—secondary, post-secondary, and graduate degree programs—American students are shown to be falling behind students in other developed nations with respect to academic preparation and competencies attained to achieve at the next level of proficiency (The College Board, 2008). This lack of competent skills among today’s students harms their ability to build a sustainable economic livelihood. Schneider and Yin (2012) further note that failure to complete college also “lowers wages throughout the course of their lives” (p. 1). The U. S. Census shows that students who graduate from high school earn $9,500 more annually than those who drop out of high school or receive a GED (NCCC, 2008). Students who 5 attended college but did not obtain a degree earned approximately $2,000 more than