This study examined selected community stakeholders' perception of the current leadership at their local community educational learning center during an organizational transformation and cultural change process. The transition from a community college to an educational learning center, mandated in 2006 by the Accredition Commission and agreed on by the Chancellor's office, was facilitated by a community college of another district. This process appeared to produce mixed reactions from various educational learning center constituency groups. During the transformational process, opinions how the institutional leadership addressed the task of developing a trusting and meaningful relationship with community stakeholders surfaced. Based on the survey responses gathered from selected community stakeholders from various community-based organizations, this study identified prevalent perceptions regarding the current educational learning center's leadership.
Previously, there has been no research examining how community stakeholders feel about the current leadership, state take-over, and partnership phenomena born out of a college district losing its accreditation. Therefore, while researching how satisfied selected community stakeholders were with the current leadership under these unique circumstances, this study also offered an in-depth look at college operations, accreditation expectations, and community relations. The majority of stakeholders surveyed were generally concerned about the current type of leadership at their local educational learning center, and the manner in which the state take-over and partnership impacted the subject community college district stakeholders during the organizational transformation and cultural change process.
While focusing on a transformational leadership theoretical framework, this dissertation revealed that generally, stakeholders had opinions that indicated they were not completely satisfied with the manner in which the organizational transformation and cultural change process is being conducted. The results of this study showed that community stakeholders were primarily dissatisfied with the type of leadership strategy facilitated during the transformational process; the manner in which communication is facilitated to the community and the quality of course program offerings. Opinions varied regarding campus services, facilities access and conditions. In the final chapter of this dissertation recommendations are offered to improve public and community relations under the unique circumstances of an organizational transformation and cultural change process of an urban community college.
|Advisor:||McManus, John F.|
|Commitee:||Fortson, J. L., Schmieder-Ramirez, June|
|School Location:||United States -- California|
|Source:||DAI-A 75/01(E), Dissertation Abstracts International|
|Subjects:||Community college education, Educational leadership, Organizational behavior|
|Keywords:||Accreditation and community colleges, Accreditation influence on community colleges, Community college organizational change, Community educational learning center, Community stakeholders and community colleges, Issues surroundinding institutional partnerships, Organizational transformation, Organizational transformation and cultural change, Urban education|
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