The Completion Agenda Impact on Student Affairs Practice in Community Colleges

Gill, Patrick; Harrison, Laura M.

doi:10.1080/10668926.2018.1448728

Cited by 4 publications

(7 citation statements)

References 21 publications

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“…For instance, Baston (2018) noted that for colleges implementing guided pathways reform, student affairs leaders are often not included in the change effort, sharing that change redesign efforts, such as guided pathways, are typically led by academic affairs or other institutional staff. Reforms like guided pathways are whole-college efforts but due to the institutional silo nature of many colleges, student affairs, academic affairs, and other college stakeholders may not work together to support the change (Baston, 2018;Fay et al, 2021;Gill & Harrison, 2018;Kadlec, 2019a). This often results in reform efforts that are not integrated across the campus and fail to be institutionalized, which is what is needed for long-term successful change efforts (Kezar, 2018;Kotter, 2012).…”

Section: Stakeholder Involvement Challengesmentioning

confidence: 99%

“…• Provide regular opportunities for leaders to engage in institutional-level conversations and collaboration using new or existing college forums and committees (Bailey et al, 2015;Lester, 2020); • Invite all college stakeholders including boards of trustees to participate in organizational change conversations (Baston, 2018;Fay et al, 2021;Gill & Harrison, 2018;Kadlec, 2019a;Luna-Torres et al, 2017;Smith et al, 2020;Walleser, 2018;Wyner, 2021);…”

Section: Contextual Recommendationsmentioning

confidence: 99%

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Challenges in Implementing and Sustaining Community College Organizational Change for Student Success

Miller

Harrington

2023

JPSS

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Community colleges are challenged with creating and sustaining student success organizational change. Institutional-level student success reform efforts are needed to combat the unacceptably low student completion rates, but colleges often struggle to initiate and maintain organizational reforms. After many years of reform efforts, researchers have provided theories for whole college organizational change, in particular guided pathways, that shows great promise in helping community colleges realize student success and completion gains while targeting and reducing racial equity gaps. A literature review focused on determining the internal reasons why institutions struggle to create and sustain organizational change was conducted. Contextual challenges, awareness and motivation, and change management process challenges within the institutions were several of the key causes identified. Within contextual challenges, organizational structures including college policies, practices, and governance, as well as leadership and funding challenges were cited as barriers to organizational change for student success. A lack of awareness of the need for or how change by faculty, staff, and administrators, along with a lack of motivation or resistance to the change can also create significant roadblocks for colleges. Change management process challenges within the institution including a lack of professional development for leaders in change management strategies was also cited as a significant challenge to developing and sustaining an effective organizational change effort. Knowing these challenges can lead to informed approaches that college leaders, faculty, and staff take to implement, hopefully helping institutions sustain change reform at scale over the long-term and ultimately benefit the overall goal of increased student success and completion.

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Section: Stakeholder Involvement Challengesmentioning

confidence: 99%

Section: Contextual Recommendationsmentioning

confidence: 99%

Challenges in Implementing and Sustaining Community College Organizational Change for Student Success

Miller

Harrington

2023

JPSS

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“…La literatura sobre los community colleges es amplia, al tener estas más de un siglo de antigüedad (Gill y Harrison, 2018;Bailey, Smith Jaggars y Jenkins, 2015;Gutek, 2013;Mullin, 2011;Cohen y Brawer, 2003). No obstante, la adaptación de dicho modelo al marco educativo español es totalmente novedosa.…”

Section: Introductionunclassified

Contribución y rentabilidad del modelo educativo norteamericano de los Community Colleges y su posible aplicación al sistema educativo español

Alabern

2022

REEC

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Los Community Colleges son instituciones norteamericanas de educación superior que ofrecen gran diversidad de programas oficiales y no oficiales, incluyendo el primer ciclo universitario, formación profesional, formación continua y cursos compensatorios para aquellos alumnos que no hayan alcanzado los niveles adecuados para comenzar la educación superior. Por este motivo, otorgan una amplia variedad de titulaciones, abarcando desde certificados de menos de un año de duración, hasta grados para poder atender de esta manera a un alumnado muy diverso, lo que facilita la formación de un amplio sector de la población, contribuyendo categóricamente al desarrollo socioeconómico de EEUU. Su atractivo reside en su gran flexibilidad y accesibilidad, características esenciales para hacer frente a la rapidez con que se suceden los acontecimientos y para afrontar mejor las incertidumbres económicas y sociales venideras. Los estudios presentados en este articulo confirman que la inversión en formación de la población, no sólo es necesaria para garantizar el desarrollo personal y de un país, sino que tiene una alta rentabilidad, obteniendo una tasa de retorno elevada. Utilizando una metodología descriptiva-explicativa de la extensa bibliografía empleada, además de la experiencia personal de la autora en dichas instituciones, el presente trabajo de investigación pretende establecerse como punto de partida para ahondar en los beneficios que el modelo de educación superior de los community colleges reportaría al sistema educativo español y consecuentemente, al mercado laboral español y a su economía. Efectivamente, estas instituciones ayudarían a aumentar los niveles académicos de la población española, carentes de la necesaria formación para poder hacer frente a los retos tecnológicos, económicos y sociales del presente decenio. Para ello, se apoya en la positiva contribución que los community colleges han tenido en el desarrollo socioeconómico de EEUU desde su creación a principios del siglo XX, y en la necesidad de incrementar los niveles académicos españoles.

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“…Because the higher-level university administrators became number-focused, the advisors felt hampered in their roles and disagreed with the measurements of retention and completion (Smith-Tyge, 2019). By contrast, Gill and Harrison (2018) studied student affairs professionals at a community college in Ohio and found that these professionals were aware of the Completion Agenda and had no concerns with it. Although this study's results are different from Smith-Tyge's results, the difference may be explained by the different participants in Gill and…”

Section: Impact Of the Completion Agendamentioning

confidence: 99%

“…Moore (2015) found that faculty felt pressured by completion goals and did not support them because they felt the goals did not support student welfare or quality education. On the other hand, some student affairs professionals supported the completion goals and embraced the changes at their college in support of completion (Gill & Harrison, 2018). Although these studies have found some differences regarding support for the Completion Agenda, all these studies showed a concern for students and meeting their needs.…”

Section: Problem Statementmentioning

confidence: 99%

The View and Understanding of 60x30TX at a Rural Community College

Daley

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This qualitative case study was completed at a rural medium-sized Texas community college and sought to understand how advisors and program coordinators made sense of the 60X30TX policy as it was implemented at their institution. The theoretical framework included community college, the Completion Agenda, structure-agency, and sensemaking. Each community college has its own culture shaped from its history, open access, policies, employees, and students. But the community college is influenced by the state with its mandates and policies, which results in a structure-agency relationship in which the state defines and sets higher education goals, while the community college strives to meet those goals in the way it determines best. The Completion Agenda has influenced state policies shifting the focus of higher education from access to access and completion. The state policy is a catalyst for change at the institution, but change cannot exist without sensemaking. As change occurs, people begin to interpret it based on the environment and their individual and group experiences. Sensemaking becomes central to the theoretical framework with the community college, the structure-agency relationship, and the Completion Agenda. Interviews with 12 people identified four themes: culture of completion, rebuilding advising, dual credit, and Pathways program impact. Participants embraced the completion goal of 60X30TX since it mapped to the college's mission and goals. Advising was reinvented to focus on the student holistically. Dual credit and the Pathways program were strategies of 60X30TX and were reflected at ACC. Both had benefits to the students, but also had consequences.

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The Completion Agenda Impact on Student Affairs Practice in Community Colleges

Cited by 4 publications

References 21 publications

Challenges in Implementing and Sustaining Community College Organizational Change for Student Success

Challenges in Implementing and Sustaining Community College Organizational Change for Student Success

Contribución y rentabilidad del modelo educativo norteamericano de los Community Colleges y su posible aplicación al sistema educativo español

The View and Understanding of 60x30TX at a Rural Community College

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