influence of sub-cultures on planned organizational change in a community college: An exploratory case study

The purpose of this research study was to explore and increase understanding of the ways in which sub-cultural groups within a community college may differently experience, respond to, and influence the organization's efforts to engage in purposeful change. To accomplish this purpose, an exploratory case study was conducted focusing on a medium-sized community college which was engaged in a multi-faceted institution-wide planned change initiative throughout the duration of the study. Qualitative research methods, including focus groups, individual interviews, an anonymous open-ended questionnaire, participant observations and review of archival documentation were utilized to identify, analyze, contrast and compare the perceptions, beliefs and assumptions of four sub-cultural groups within the community college. These groups included the administrative, senior faculty, junior faculty, and support staff sub-cultures. A total of 86 participants were involved in the study. The conceptual framework for this study was based on Schein's cultural dimensions model (1992), Kotter's eight-stage process for large-scale organizational change (1996), and Schein's three-tier model of organizational culture (1992). These theories informed the development of multiple data collection strategies, research protocols, and a three-phase data analysis process. This research design produced thick, rich data which was useful in revealing and understanding the meaning that each sub-culture ascribed to the planned change initiative. Through the research, it was determined that the four stakeholder groups initially identified through a preliminary pilot study did, in fact, constitute distinct sub-cultures based on differing cultural assumptions. Through thematic analysis, it was also determined that, although the four sub-cultures exhibited important commonalities in their perceptions regarding planned change, the sub-cultures also demonstrated significant differences in the ways in which they experienced, responded to, and influenced planned change. Further, it was determined that the differences between sub-cultures were at the deepest level of culture, basic underlying assumptions, where they were most likely to facilitate or hinder the planned change initiative. The implications of these sub-cultural differences and related strategies that community college leaders might consider when designing a planned change initiative were discussed. Recommendations for further research and the significance of the study were also presented.