Residential learning communities are designed to promote first-year student persistence. This case study examined how both student affairs and academic affairs administrators at Lake Valley University (LVU) implemented a comprehensive residential learning community designed to increase first-year students' persistence at a majority commuter campus. Through analysis of documents and semi-structured interviews, this study describes how administrators implemented a new program. The findings indicate that the new program required a change leader with a vision, strategies developed through planning, collaboration across divisions, and ownership of the program. These findings suggest that careful planning, a solid organizational structure, establishment of campus-wide relationships, and a clearly articulated vision are essential for administrators to implement organizational change.
|Advisor:||O'Brien, Jonathan J.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 51/01M(E), Masters Abstracts International|
|Subjects:||Educational leadership, Higher education|
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