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influence of sub-cultures on planned organizational change in a community college: An exploratory case study
Title
The influence of sub-cultures on planned organizational change in a community college: An exploratory case study.
Creator
Locke, Mary G., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description
The purpose of this research study was to explore and increase understanding of the ways in which sub-cultural groups within a community college may differently experience, respond to, and influence the organization's efforts to engage in purposeful change. To accomplish this purpose, an exploratory case study was conducted focusing on a medium-sized community college which was engaged in a multi-faceted institution-wide planned change initiative throughout the duration of the study....
Show moreThe purpose of this research study was to explore and increase understanding of the ways in which sub-cultural groups within a community college may differently experience, respond to, and influence the organization's efforts to engage in purposeful change. To accomplish this purpose, an exploratory case study was conducted focusing on a medium-sized community college which was engaged in a multi-faceted institution-wide planned change initiative throughout the duration of the study. Qualitative research methods, including focus groups, individual interviews, an anonymous open-ended questionnaire, participant observations and review of archival documentation were utilized to identify, analyze, contrast and compare the perceptions, beliefs and assumptions of four sub-cultural groups within the community college. These groups included the administrative, senior faculty, junior faculty, and support staff sub-cultures. A total of 86 participants were involved in the study. The conceptual framework for this study was based on Schein's cultural dimensions model (1992), Kotter's eight-stage process for large-scale organizational change (1996), and Schein's three-tier model of organizational culture (1992). These theories informed the development of multiple data collection strategies, research protocols, and a three-phase data analysis process. This research design produced thick, rich data which was useful in revealing and understanding the meaning that each sub-culture ascribed to the planned change initiative. Through the research, it was determined that the four stakeholder groups initially identified through a preliminary pilot study did, in fact, constitute distinct sub-cultures based on differing cultural assumptions. Through thematic analysis, it was also determined that, although the four sub-cultures exhibited important commonalities in their perceptions regarding planned change, the sub-cultures also demonstrated significant differences in the ways in which they experienced, responded to, and influenced planned change. Further, it was determined that the differences between sub-cultures were at the deepest level of culture, basic underlying assumptions, where they were most likely to facilitate or hinder the planned change initiative. The implications of these sub-cultural differences and related strategies that community college leaders might consider when designing a planned change initiative were discussed. Recommendations for further research and the significance of the study were also presented.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12181
Subject Headings
Community colleges--United States--Administration, Community colleges--United States--Sociological aspects, Organizational change--United States--Case studies, Educational anthropology--United States
Format
Document (PDF)
A comparison of interpersonal communication style and relationship satisfaction of academic and student affairs administrators in two-year colleges
Title
A comparison of interpersonal communication style and relationship satisfaction of academic and student affairs administrators in two-year colleges.
Creator
Anderson, Patricia Jean., Florida Atlantic University, Ijams, Karl, Lynch, Ann Q.
Abstract/Description
The purpose of this dissertation was to compare the communication style of academic and student affairs administrators and to determine whether these administrators were satisfied with their mutual relationship. The study was conducted among 109 chief academic and student affairs administrators in two year colleges from five states who took the Myers-Briggs Type Indicator (MBTI) and the researcher's Relationship Satisfaction Survey. Oneway analysis of variance and the Selection Ratio Type...
Show moreThe purpose of this dissertation was to compare the communication style of academic and student affairs administrators and to determine whether these administrators were satisfied with their mutual relationship. The study was conducted among 109 chief academic and student affairs administrators in two year colleges from five states who took the Myers-Briggs Type Indicator (MBTI) and the researcher's Relationship Satisfaction Survey. Oneway analysis of variance and the Selection Ratio Type Table were used to compare responses by groups of academic or student affairs administrators on MBTI scales of sensing or intuition and thinking or feeling. Oneway analysis of variance was also used to compare participants' responses to six items on importance and satisfaction scales of the Relationship Satisfaction Survey. The MBTI findings of the study indicated that academic affairs administrators were more likely than student affairs administrators to prefer intuition and student affairs administrators more likely to prefer sensing. Almost one half of the academic affairs administrators preferred intuition plus thinking, and almost eighty percent preferred intuition. The student affairs administrators' types were more diverse, with one third scoring as feeling types and over one half sensing types. These findings have an impact on the communication style that might be used by administrators when collaborating with counterparts of differing psychological types. The findings of the Relationship Satisfaction Survey indicated no significant difference between the two groups in their importance or satisfaction ratings of six aspects of the partnership. These aspects included agreement on resource allocation, agreement on policies and procedures, agreement on ethical principles and practices, effective listening by partner, general understanding and maintaining a collaborative working relationship. The means of the sums of importance and satisfaction scale scores for each group were similar, indicating both groups believed the items important and were satisfied with those aspects of their partnership. Conclusions related to the findings include suggestions to improve the communication between academic and student affairs administrators. Specific suggestions were given for each of the four MBTI functions of sensing plus thinking, sensing plus feeling, intuition plus thinking and intuition plus feeling. It is recommended that future research include larger studies, studies where participation is of a less voluntary nature and studies of matched pairs of administrators who work together.
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Date Issued
1997
PURL
http://purl.flvc.org/fcla/dt/12497
Subject Headings
Interpersonal communication, Community colleges--United States, Communication in education, College administrators--United States
Format
Document (PDF)
DEVELOPMENT OF PROGRAMS FOR THE TRAINING OF COMMUNITY JUNIOR COLLEGE ADMINISTRATORS AND STAFF TO ASSIST THE DISADVANTAGED STUDENT: MOTEC-JC AT FLORIDA ATLANTIC UNIVERSITY
Title
DEVELOPMENT OF PROGRAMS FOR THE TRAINING OF COMMUNITY JUNIOR COLLEGE ADMINISTRATORS AND STAFF TO ASSIST THE DISADVANTAGED STUDENT: MOTEC-JC AT FLORIDA ATLANTIC UNIVERSITY.
Creator
COLLIER, LEON ALPHONSO, Florida Atlantic University, Smith, Lawrence E.
Abstract/Description
This study is directed at the compilation of materials, ideals, and developments which resulted from the federally funded program entitled, "Moving On to Enrollment and Completion of Junior College" (MOTEC-JC). The purpose of this investigation is to identify specific aspects of raw data obtained through the research and training program of MOTEC-JC and to analyze through descriptive procedures such selected evidence with the intention of providing a complete history of the origin,...
Show moreThis study is directed at the compilation of materials, ideals, and developments which resulted from the federally funded program entitled, "Moving On to Enrollment and Completion of Junior College" (MOTEC-JC). The purpose of this investigation is to identify specific aspects of raw data obtained through the research and training program of MOTEC-JC and to analyze through descriptive procedures such selected evidence with the intention of providing a complete history of the origin, development, and administrative instructional purpose of MOTEC-JC at Florida Atlantic University. The significance of this study lies in the inherent value of the compilation of a single historical journal as the record of a movement which may be used to generate interest and guidance in the future development of programs for low-income and minority students at community junior colleges. Long-range research beyond the limits of the present investigation may finally answer general questions of future program initiation and survival. Of primary concern here is the evident need for the documentation of the materials, ideas, and developments which resulted from the federally funded research-action project designed to recruit, enroll, and educate low-income and minority groups in community colleges. Consequently, the formation of a plan proposing a number of follow-up studies should serve as a model for measuring the impact of MOTEC-JC's activities on community junior colleges projected for a twenty-five year period. The present study projects a five year model which should be revised and amplified at succeeding intervals. The twenty-five year projection is necessary because by that time MOTEC-JC participants will either have made their major contribution or completed their professional careers. Such long-range evaluation has been noticeably lacking in American education. This dissertation is a first step toward implementing this logical and needed approach to action research.
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Date Issued
1974
PURL
http://purl.flvc.org/fcla/dt/11647
Format
Document (PDF)
Non-Academic Factors Contributing to the Academic Outcomes of Students in a Community College Developmental Education Program
Title
Non-Academic Factors Contributing to the Academic Outcomes of Students in a Community College Developmental Education Program.
Creator
Ray, Kenneth Jr., Pisapia, John, Florida Atlantic University
Abstract/Description
The purpose of this study is to identify the relationship of Social Cognitive Career Theory, student engagement, and academic outcomes of community college students emolled in developmental courses over one academic year. Through the combined use of Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher seeks to determine whether there are significant relationships between non-academic factors and academic success. An online version of the Community College Survey...
Show moreThe purpose of this study is to identify the relationship of Social Cognitive Career Theory, student engagement, and academic outcomes of community college students emolled in developmental courses over one academic year. Through the combined use of Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher seeks to determine whether there are significant relationships between non-academic factors and academic success. An online version of the Community College Survey of Student Engagement in combination with a SCCT instrument was completed by 936 students. The collection of data involved a web based database program. An analysis of the data included descriptive and correlational methods to examine these relationships. The results of the study revealed that neither SCCT, nor engagement factors contributed to the students' grade point average (GPA) and persistence. Additionally, when moderated by contextual factors, SCCT and Engagement demonstrated no influence on students' final GPA and persistence during the period of study. The data provided no evidence for an academic outcome predictive model involving SCCT, engagement or contextual factors for community college developmental students.
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Date Issued
2008
PURL
http://purl.flvc.org/fau/fd/FA00000689
Subject Headings
Motivation in education, Community colleges--United States--Evaluation, Learning, Psychology of, Education, Higher--Social aspects--Evaluation
Format
Document (PDF)