Change in community colleges through strategic alliances: a case study

Community College Review, Spring, 2003 by Pamela L. Eddy

Step 5--Empowering Broad-Based Action

Kotter suggests that "major internal transformation rarely happens unless many people assist" (1996, p. 102). While there were high levels of involvement on all five campuses through the interinstitutional work teams, there was no broad-based buy in from the staff and faculty of the five institutions since the initiation of the College Connection's strategic plan came from the central office. A former faculty member turned administrator stated, "It is easy to say that the faculty do not want to participate, but when they have ownership, they will change." In the meantime, faculty were dropping out of actively working on the cross-campus change teams. Another interviewee noted, "Once people saw the alliance was here to stay, they worked hard to come up with ideas. But when they found out that their ideas were not going to be used, they became disillusioned and avoided working on [College Connection] issues."

On the campus of Beta College the president stated, "I'm empowering the faculty all over campus to change programming offerings." He noted that he allowed the faculty to come up with program ideas, asking them what they needed in terms of support, and then providing it for them. According to the president, "There is now enthusiasm for change and the faculty are leading the way." The Alpha College campus was reorganizing to achieve its goals. One of the benefits of this, as described by the vice president for administration, was that "It allows us to put our money and resources where our mouth is and reward those areas that change. People now believe we are serious and are going to help them succeed." Austin (1998) noted, "Attention to the reward system within a university is one of the most important levers that can be used to support institutional transformation" (p.15). Recognition of the need to have involvement and buy in throughout the institution appeared to be increasing. What was unclear was if each campus community truly felt empowered.

Step 6--Generating Short-Term Wins

Several short-term wins occurred as a result of the formation of the College Connection. The gains included funding from the state to upgrade the technical infrastructure on the campuses. In addition, a large joint-campus grant was procured. Informants noted that this grant would have been unattainable without the support of all five campuses working together. The administrative side of the campuses experienced some cost savings as well, but the question remained whether communication of these gains to the larger audiences on the campuses occurred.

On behalf of the College Connection, the state implemented two special tuition programs. The first initiative allowed for reduced tuition for out-of-state students, while the second program allowed for differential in credit charges for classes conducted during off-peak hours or in off-campus locations. But, as one interviewee commented, "There has been no tracking of the impact of these changes." Therefore, it is unknown if the tuition alterations resulted in increased enrollment on any of the campuses. Even so, the president of Gamma College saw potential for enrollment increases from out-of-state residents for new baccalaureate programs.