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A Phenomenological Study of Organizational Change in an Urban Community College System

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A Phenomenological Study of Organizational Change in an Urban Community College System A phenomenological study of organizational change in an urban community college system by Leslie Rodriguez-McClellon B.A., Langston University, 1989 M.Ed., Langston University, 1997 AN ABSTRACT OF A DISSERTATION submitted in partial fulfillment of the requirements for the degree DOCTOR OF EDUCATION Department of Educational Leadership College of Education KANSAS STATE UNIVERSITY Manhattan, Kansas 2020 Abstract The purpose of this study was to explore the lived experience of participants during the organizational change process initiated by the Houston Community College System (HCCS). A qualitative research method, specifically, a phenomenology approach, was used to evidence the lived experiences of participants during this phenomenon. Fourteen full-time administrators, faculty, and staff were selected through the purposeful and systematic sampling process. Participants must have worked for HCCS three years or more. This study investigated the initiation of organizational change, the framework selected for transformation, and the lived experiences of individuals during this process. Kotter’s eight stages of change were employed for transformation into a matrix organizational. Seven major themes and three minor themes represent the findings depicting the essence of participant experiences with the change process and matrix structure. The study’s findings indicate change being initiated with the appointment of a new chancellor and the need for centralization to increase efficiency as the reason Kotter’s change process was selected. Implementation was described as top-down but involved stakeholder input in multiple forums, multichannel communication, and transparency. Institutional size and entrenched environmental habits raised communication barriers making change difficult. Participants described experiences consistent with the change cycle model but described the change process as positive and satisfying. Participants described the matrix as producing an incomplete cultural change, making some processes more frustrating and confusing. Implications of this study found organizational change strategies, leadership characteristics and skillset, and the human need important to transformation. A phenomenological study of organizational change in an urban community college system by Leslie Rodriguez-McClellon B.A., Langston University, 1989 M.Ed., Langston University, 1997 A DISSERTATION submitted in partial fulfillment of the requirements for the degree DOCTOR OF EDUCATION Department of Educational Leadership College of Education KANSAS STATE UNIVERSITY Manhattan, Kansas 2020 Approved by: Major Professor Dr. Christine Johnson McPhail Copyright © Leslie Rodriguez-McClellon 2020. Abstract The purpose of this study was to explore the lived experience of participants during the organizational change process initiated by the Houston Community College System (HCCS). A qualitative research method, specifically, a phenomenology approach, was used to evidence the lived experiences of participants during this phenomenon. Fourteen full-time administrators, faculty, and staff were selected through the purposeful and systematic sampling process. Participants must have worked for HCCS three years or more. This study investigated the initiation of organizational change, the framework selected for transformation, and the lived experiences of individuals during this process. Kotter’s eight stages of change were employed for transformation into a matrix organizational. Seven major themes and three minor themes represent the findings depicting the essence of participant experiences with the change process and matrix structure. The study’s findings indicate change being initiated with the appointment of a new chancellor and the need for centralization to increase efficiency as the reason Kotter’s change process was selected. Implementation was described as top-down but involved stakeholder input in multiple forums, multichannel communication, and transparency. Institutional size and entrenched environmental habits raised communication barriers making change difficult. Participants described experiences consistent with the change cycle model but described the change process as positive and satisfying. Participants described the matrix as producing an incomplete cultural change, making some processes more frustrating and confusing. Implications of this study found organizational change strategies, leadership characteristics and skillset, and the human need important to transformation Table of Contents List of Figures ......................................................................................................................... xiii List of Tables ............................................................................................................................ xv Acknowledgments ....................................................................................................................xvi Dedication ................................................................................................................................. xx Chapter 1 - Introduction ..............................................................................................................1 Problem Statement ..................................................................................................................5 Purpose of the Study ...............................................................................................................6 Research Questions .................................................................................................................6 Research Method.....................................................................................................................7 Conceptual Framework ...........................................................................................................8 Significance of the Study.........................................................................................................9 Limitations ............................................................................................................................ 10 Definition of Terms ............................................................................................................... 11 Assumptions ......................................................................................................................... 13 Chapter Summary ................................................................................................................. 13 Chapter 2 - Literature Review ................................................................................................... 15 Higher Education Reform ...................................................................................................... 15 Foundational Reports ............................................................................................................ 19 Higher Education for American Democracy. ..................................................................... 19 Building Communities ....................................................................................................... 22 A Nation at Risk ................................................................................................................ 23 Student Right to Know and Campus Security Act of 1990 ................................................. 23 New Expeditions Initiative ................................................................................................ 24 The 21st Century Initiative/Reclaiming the American Dream ............................................ 26 Redesign Students’ Educational Experiences ................................................................. 28 Reinvest Institutional Roles ........................................................................................... 29 Reset the System ........................................................................................................... 29 Reform Conclusion ........................................................................................................ 30 Organizational Structure ........................................................................................................ 31 vi Organizational Change and Transformation ........................................................................... 33 Planned and Unplanned Change ........................................................................................ 34 Characteristics of Leaders in Transformation ..................................................................... 37 Resistance and Barriers to Change ..................................................................................... 40 Overcoming Resistance to Change..................................................................................... 44 Implementing Change........................................................................................................ 45 Framework and Structure ...................................................................................................... 49 Concept and Concept Description ...................................................................................... 50 Major Change Model and Summary Description ............................................................... 50 Kotter’s Eight-Stage Change Process ................................................................................. 57 Matrix Organizational Structure........................................................................................
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