Adult student services in community colleges: Analysis of student services organizational determinants of adaptation and change.

Abstract

Models of student services organizations and delivery systems designed for traditional student use have generally been used without modification to attempt to meet the needs of adult learners. Even in isolated organizations which have attempted to adapt program delivery to meet adult needs, there has not been quantitative research to document these efforts. This study involved an examination of organizational determinants of change and their impact on changes in program delivery for adult learners. For practitioners, it is critical to know which student services organizations have not adapted to meet the needs of a significant student cohort. This study identified the organizations, why they have not changed and proposed change strategies. For academics, this study attempted to begin to fill the gap in the student services and organizational change literature in terms of measuring the extent of the impact of certain variables on organizational change utilizing both qualitative and quantitative research. The population for the study was the 29 Michigan community colleges. Based on enrollment, size, six institutions were matched; one reported to have adapted programs and one reported to have not adapted services to meet adult needs. The study was conducted in two stages. Stage I consisted of interviews with key administrators. Stage II consisted of two written surveys, one given to student services directors and staff and the other to nontraditional students. Bivariate analysis of the two survey instruments was done. In comparing high adapt versus low adapt organizations, the critical variables were: organizational climate, inter-unit rivalry, continuous long-range planning, and reward systems. The variables which were not significant were: education and expertise of staff, goals, and job roles. The following are several key strategic responses recommended based on the research from the study: (1) Provide professional development opportunities to staff on a regular basis in their area of expertise and in broader educational areas; (2) Involve staff in a systematic, continuous planning process; and (3) Change organizational climate to help staff recognize a need to change.