Abstract
Historically, the community college has been instrumental in expanding access to the baccalaureate degree (Cohen, Brawer, & Kisker, 2014). In particular, access has been facilitated through a variety of partnerships with colleges and universities including articulation agreements, university centers, and university extensions (Floyd, 2005). Although these models support baccalaureate degree attainment for community college students, they each have certain limitations (Floyd, 2005). Articulation agreements, for example, are intended to prevent loss of credit and provide a seamless transfer of credits between community colleges and regional 4-year colleges to maximize progression toward degree completion (Anderson, Sun, & Alfonso, 2006). However, their effectiveness is often diminished due to inadequate policies (Roksa & Keith, 2008), lack of clear degree pathways (Bailey, Jaggars, & Jenkins, 2015), and frequent changes in degree and graduation requirements (Hossler & Hoezee, 2004). Limited student awareness regarding existing articulation agreements—or better framed as poor dissemination of information to students—further reduces their effectiveness (King, 1993).
As efforts to improve transfer and articulation policies and practices continue (Mintz, 2014), the desire to expand access has taken on new forms. An increasing number of community colleges have broadened their mission to confer their own baccalaureate degrees (Levin, 2004; Toma, 2012). To date, a total of 22 states have authorized their community colleges to issue baccalaureate degrees in high need areas such as education, business, and nursing (Gandara & Cuellar, 2016). Justifications for this development are grounded in access rationales (McKinney, Scicchitano, & Johns, 2013), meeting state workforce needs (Walker, 2005), increased credential requirements for various professions (Bemmel, Floyd, & Bryan, 2008), limited enrollment capacities at 4-year colleges (Russell, 2010), and a desire for increased prestige (Doughtery & Townsend, 2006; Toma, 2012). The institutionalization of baccalaureate degrees at the community college also aims to protect students from loss of credit (Koch & Gardner, 2013; McKinney & Morris, 2010) and issues of academic and social integration often experienced by community college transfer students (Berger & Malaney, 2003; Essink, 2013; Romano-Arnold & Cini, 2013).
Taken together, the community college baccalaureate (CCB) seems a favorable alternative pathway to the bachelor’s degree; nevertheless, students must be adequately supported to degree completion. As the needs and requirements of baccalaureate degree–seeking students differ from nonbaccalaureate degree–seeking students (Helfgot, 2005; Levin, 2004), community colleges taking on the 4-year degree function and those transitioning to full baccalaureate degree–granting institutions (Longanecker, 2008; Toma, 2012) have additional responsibilities to fulfill (Furlong, 2005; Remington & Remington, 2005). For example, students enrolled in 4-year degree programs require more in-depth and systematic advising than those in certificate programs designed to complete in 9 months. As noted by Helfgot (2005), “advisers need new conceptual and structural models for students who will stay at the institution through the baccalaureate” (p. 12). Additional academic services, such as tutoring, are necessary to support students in upper division courses associated with baccalaureate degree requirements (Remington & Remington, 2005; Wheelan & Benberg, 2013). Furthermore, students who are considering graduate school need assistance navigating the process of selecting and applying to graduate school, as well as information about credit acceptance (Grothe, 2009).
Accordingly, the purpose of this study was to explore organizational changes within the area of student services at Ardent College (AC) 1 as it implemented an increasing number of baccalaureate degree programs. The research questions guiding this study were as follows:
The line of inquiry in this article emerged from a larger qualitative study centered on organizational culture and change at AC as participants passionately drew attention to distinct challenges related to student services. Although the term student services has been judged as limiting the focus and function of student affairs (Helfgot, 2005), I have chosen to utilize this term, as it is used by members of AC. In sum, this study contributes to the limited literature centered on student services at the community college and its changing landscape, as well as the limited literature on the CCB.
Relevant Literature
The increasing attention placed on student retention and degree completion has led to a growing focus on student services across the field of higher education, in general, and at the community college, specifically (Bailey et al., 2015; Cooper, 2010). The degree, organization, and kinds of student services offered at the community college vary from institution to institution (Hirt & Frank, 2013; Purnell & Blank, 2004). Generally, student services at the community college belong to one of five categories: academic guidance and counseling, academic supports, personal guidance and counseling, career counseling, and supplemental services (Purnell & Blank, 2004, p. 7). Similarly, Hirt and Frank (2013) noted that student services at most community colleges could be bundled into the following functional areas: (a) enrollment management, (b) learning support, (c) student support, and (d) cocurricular services (p. 41). Overall, student services at the community college are less focused on the social aspects of the student experience (Cohen et al., 2014). In alignment with student needs and their realities, services are primarily intended to complement and support academic aims (Cohen et al., 2014).
Although community colleges have implemented an array of student support services, they remain limited (Cohen et al., 2014; Scrivener & Weiss, 2009). The deficiency in both the quantity and quality of student services at the community college is usually confounded by a lack of resources or a lack of value or commitment on behalf of the college (Cohen et al., 2014; Grubb, 2006). According to Cohen et al. (2014), “student services are still rarely perceived as deserving the type of permanent funding on which the instructional programs are based” (pp. 232-233). Just the same, Grubb (2006) noted that student services at the community college tend to be “underfunded, underused, and sometimes embattled” (p. 196).
Despite the lack of permanent funding, academic advising and counseling have and continue to be at the fore of student services at community colleges (Cohen et al., 2014; Dassance, 1986). Academic advising is intended to help students achieve their educational, career, and personal goals (National Academic Advising Association [NACADA], 2017), while counseling is focused on students’ mental and behavioral health (Douce & Keeling, 2014). 2 Academic advising is one of the most important student support services, yet it is also an area where students are frequently underserved (Bailey et al., 2015; Scott-Clayton, 2011). Limited service is attributed largely to high student-to-advisor ratios (Scott-Clayton, 2011). As noted by Bailey et al. (2015), “most community colleges are able to fund only one advisor for every 800 to 1,200 students” (p. 59).
Although some students may be ineffectively served due to overwhelmed advisors (Bailey et al., 2015) or poor information (Karp, O’Gara, & Hughes, 2008), others may never be “touched” by the services (Cohen et al., 2014, p. 231). Findings from the Community College Survey of Student Engagement (2008) revealed that although 62% of students indicated academic advising/planning was “very” important, 35% reported “rarely” or “never” using this service (p. 15). The large proportion of students who never or rarely meet with an advisor can be attributed partly to the underuse of promising institutional policies, such as mandatory advising (Community College Survey of Student Engagement, 2008) and overall lack of structure within community colleges (Bailey et al., 2015; Jenkins, 2011; Karp et al., 2008; Scott-Clayton, 2011).
The CCB in particular represents a considerable shift for both student affairs and academic affairs professionals in the community college. Along with distinct advising needs (Helfgot, 2005), baccalaureate degree–seeking students require expanded library collections and services consistent with the degrees offered (Furlong, 2005; Wheelan & Benberg, 2013), as well as undergraduate research opportunities (Levin, 2004). Services related to academic support and financial aid also need to expand (Remington & Remington, 2005). Given the financial costs associated with baccalaureate degree programming (Floyd & St. Arnauld, 2007; McKinney & Morris, 2010) and potential tuition increases (Longanecker, 2008), financial resources are especially important for baccalaureate degree–seeking students at the community college (Martinez, 2014).
Conceptual Framework
Multiple perspectives related to organizational change guided this study. Theories of change can be categorized into six schools of thought: scientific management, evolutionary, social cognition, cultural, political, and institutional (Kezar, 2014). Each school carries assumptions related to why and how change occurs within organizations, the role of leadership, and the outcomes of change (Kezar, 2001, 2014). These schools of thought, as articulated by Kezar (2014), conceptualize organizations as either closed systems (Bess & Dee, 2008; Birnbaum, 1988) or open systems (Bess & Dee, 2008; Birnbaum, 1988). A closed systems perspective assumes that only internal forces and dynamics influence an organization. That is, all forces or factors motivating change are found within the organization. Conversely, an open systems perspective recognizes that the outside environment significantly influences organizational behaviors and structures (Bess & Dee, 2008). In other words, organizational change is stimulated and shaped by exogenous sources.
The scientific management school of thought posits that change is intentional, planned, rational, and linear. For the most part, change is internally motivated. Change occurs because organizational actors find that change is necessary (Kezar, 2001, 2014; Peterson, 1995). They assess, plan, and restructure the organization to achieve organizational efficiency and effectiveness. Yet, the evolutionary school of thought suggests that change happens because of external environment demands. Organizations evolve and adapt to the environment for survival (Kezar, 2014; Morgan, 1986). From an institutional perspective, organizations are less concerned about efficiency and effectiveness than they are about earning or maintaining legitimacy in the field (DiMaggio & Powell, 1983). The cultural school of thought asserts that altering elements of an organization’s culture, such as group norms, espoused values, the formal philosophy, or organizational mission (Schein, 1985; Tierney, 1988), prompts change (Kezar, 2001, 2014) When one element of culture is modified, other elements are impacted (Kezar, 2014). Changes may be incongruent with individuals’ sensemaking and understanding of the organization, which consistent with the social cognition school of thought, also play a role in change. According to the political school of thought, negotiation, power, and influence are also influential factors in the change process (Kezar, 2014).
Drawing from these multiple perspectives, an organization’s mission plays a central role in organizational decision making (Birnbaum, 1988; Bolman & Deal, 1991): It is instructional. Therefore, when missions are altered, policies, practices, and processes are revisited and redesigned to align with and advance the organization’s new or expanded mission. According to Kuh, Kinzie, Schuh, Whitt, and Associates (2005), the mission “establishes the tone of a college and conveys its educational purposes, whether based on religious, ideological, or educational beliefs, giving direction to all aspects of institutional life, including the policies and practices that foster student success” (p. 25). As such, the expansion of the community college mission to confer baccalaureate degrees is expected to influence functional areas within colleges, including the area of student services or student affairs.
Although organizations make deliberate decisions about their policies, practices, and processes, external factors, such as government regulations, funding allocations, nongovernmental entities, and the market, are influential in those decisions. Broadly speaking, baccalaureate degree programs need state authorization or approval from system-wide governing entities (Floyd & St. Arnauld, 2007; Levin, 2004). Colleges must then honor the requirements and parameters set forth in the legislation. Similarly, colleges must meet standards established by regional and specialized accreditors (Eaton, 2012; Floyd & St. Arnauld, 2007). Given the decline in state and federal support for higher education, colleges also make decisions and changes that will help retain and attract additional funding (Slaughter & Leslie, 1997). Collectively, these perspectives provided valuable insights and a deeper understanding of change than any single one model could provide (Bess & Dee, 2008; Gumport, 2012; Kezar, 2014) and helped to capture the complexity of baccalaureate degrees in community colleges.
Setting
This study took place at AC, formally known as Ardent Community College. AC was identified as a baccalaureate degree–granting community college through the Community College Baccalaureate Association. In the mid-2000s, 3 AC became the first community college in its state approved to offer one baccalaureate degree program. Authorization to establish its first baccalaureate degree program was based on motivations to expand access and efforts to fulfill unmet state workforce needs. Shortly thereafter, Ardent was legislatively approved to “offer four-year degrees in any program deemed necessary and appropriate.” 4 During the time of the study, Ardent offered 14 baccalaureate degrees in disciplines including Education, Fine Arts, and Engineering and had been reclassified as a baccalaureate/associate’s college according to the Carnegie Classification. Thirty-two percent of its student population was pursuing or had a declared major in one of its 14 baccalaureate degree programs. In addition to a desire to expand its baccalaureate degree offerings, Ardent had an explicit organizational vision to become a university in the near future.
Research Design
Drawn from a larger intrinsic case study (Stake, 2000) centered on organizational culture and change at AC, this study examines changes, challenges, and opportunities for the area of student services. Data were collected from three main sources of evidence: (a) interviews, (b) organizational documents, and (c) observations. In the following subsections, I elaborate on each source.
Interviews
I conducted 16 semistructured interviews (Alvesson, 2011) with Ardent administrators and faculty to better understand the implementation of baccalaureate degree programs at the college. Potential participants were identified through the college’s online directory. I specifically sought individuals who held the administrator positions highlighted in the college’s organizational chart. I focused on this group since they are largely responsible for steering such organizational shifts. I also targeted faculty teaching within baccalaureate and nonbaccalaureate degree programs. It is also worth noting that I reached out to all staff members in the area of student services, but they directed me to speak to their supervisors. Given some of the on-the-ground tensions related to the transitional nature of this matter (Martinez, 2014), their response to my invitation to participate was not surprising. Table 1 provides an overview of participants. Due to the small size of the College, some participants expressed concerns regarding confidentiality. To protect those who helped inform this study, specific titles are not provided.
Participants.
During the interviews, participants were asked to talk a little bit about what the implementation of baccalaureate degree programs has meant for Ardent, in general, and for their work, specifically. Participants were also asked to talk about their students, their responsibility to students, and how and to what extent the implementation of 4-year degree programs impacted their work with students. Each interview lasted 40 to 60 minutes. Interviews were audio recorded and transcribed in their entirety.
Observations and Document Analysis
Observations took place a week prior to the start of the fall semester in a variety of locations on campus and at college events, such as convocation. At campus events, I paid particular attention to student interactions with student services personnel. During convocation, I continued to observe interactions between students and faculty, staff, and administrators. Furthermore, I focused on the discourse centered on students noting items such as flyers on bulletin boards promoting various programs and services on campus. Throughout my observations, I found myself at different points along the participant-observation continuum (Glesne, 2005). As I observed students utilizing student services, I was at the complete observer end of the continuum. In other words, I had little to no interaction with student service professionals or the students with whom they were working. In most instances, they did not know they were being observed. During convocation, I shifted between observer as participant and participant as observer. I was invited to join the campus community for lunch and participate in a couple activities. This afforded me the opportunity to interact and converse with participants on different levels including student services personnel. All observations were recorded in a field notebook.
In addition to the flyers recorded during my observations, additional documents were analyzed to further explore the questions guiding this study. More specifically, I reviewed the following documents: (a) college vision and mission statements, (b) college home page, (c) college viewbook, (d) college fact books, (e) student handbooks, (f) course catalogs, (g) class schedules, (h) media reports, (i) college newsletters, (j) strategic plans, and (k) Board of Regents meeting minutes. As I analyzed each document, I asked the following analytical questions: What resources, services, and programs are available to students, and What resources, services, and programs have been implemented, expanded, or terminated since the implementation of baccalaureate degrees? I was able conduct this comparative analysis because I had documents that ranged from 2005 to 2014.
Data Analysis and Trustworthiness
All data sources were manually coded and analyzed utilizing Saldaña’s (2016) code to theory model. The specific coding methods I used were process and concept coding (Saldaña, 2016). Process coding allowed me to identify various actions, including “actions intertwined with the dynamics of time, such as those things that emerge, change, occur in particular sequences, or become strategically implemented through time” (Saldaña, 2016, p. 110). I used gerunds such as creating, expanding, and hiring to code for observable actions. By coding with gerunds, I was able to identify what was happening at Ardent and make connections between codes. With concept coding I was able to further code for processes and paint a bigger picture of what was occurring. As noted by Saldaña (2016), “conceptual processes consist of smaller observable actions that add up to a bigger and broader scheme” (p. 119). From the initial codes, I constructed categories based on items that were related. Finally, I condensed my categories into themes. To ensure trustworthiness, I used various strategies, including maintaining an audit trail (Glesne, 2005), member checking, triangulation (Creswell, 2009), and employing a critical friend to critique and provide feedback throughout this study (Gordon, 2006).
Findings
Analysis revealed extensive changes to (a) academic advising, (b) academic support services, (c) financial assistance, and (d) student activities. Changes included expansion of existing services, development of new initiatives, policy implementation, creation of new positions, and increased faculty involvement. Administrators noted a limited number of student services were available prior to the implementation of baccalaureate degee programs. In many ways, student services at Ardent Community College reflected what has been discussed in the literature. When asked about student services Bobbie stated, “there wasn’t any. When I got here there was not even a Dean of Students, we had financial aid.” Seven administrators supported Bobbie’s comment, noting that student services at Ardent prior to the CCB were sparse. Sam, with 30 plus years of “institutional memory” (Tuchman, 2009, p. 203) expanded on the shortage of student services and ongoing changes: You know, that is also a big challenge . . . we are really ages behind in what we can do. Our advisement has been the primary focus, but there’s got to be other things, you know? There has to be other opportunities for students. Right now, it’s primarily advisement, registration, some counseling . . . We are making some changes. We are incorporating some more, and again, it’s our faculty that are driving these; our junior faculty. But they’re doing it on a nickel, so it’s really difficult.
Analysis of student handbooks and viewbooks further illuminated the scarcity and changes within the area of student services. As time progressed, more student services were offered and highlighted throughout.
Organizational changes were driven by multiple factors including (a) the implementation and growth of baccalaureate degree programs, (b) clear understanding that access is not simply about enrolling students in 4-year degree programs, (c) change in leadership, and (d) funding. Participants understood that changes were necessary to help both baccalaureate and nonbaccalaureate degree–seeking students achieve their goals. Changes were planned and were strategic. Cameron provided insight into this undertaking as he discussed some of the changes taking place: It’s all in those strategic plans back there underneath that flag [pointing to large stack of papers]. I never understood this when I got here, but there had never been an annual report from the student services area, there was no strategic plan for the student services area, there was no strategic plan for recruitment, there was no enrollment management team, that’s what all those documents are, we put all that together in the last three years.
Indeed, although executive-level administrators determined how changes should happen, the need to make those shifts came from external pressures from the state, accreditors, and grant funders. As Ardent moved toward offering its own baccalaureate degrees, the state moved toward performance-based funding. This added pressure to increase overall degrees awarded and work to decrease the disparity in academic performance between groups of students. Moreover, Ardent’s overreliance on external grants held administrators accountable for student success. As noted by Geri, We have three [advisors], two and a half of the academic advisors upstairs, are funded by grant dollars and the majority of the resources for everything from first-year experience to you know intrusive advisement models are funded by these grant dollars, so without them we probably would be struggling to do that.
In the following subsections, I discuss academic advising, academic support services, financial assistance, and student activities separately; however, it is important to note that they are interrelated and strengthen each other. Moreover, I highlight that both student services and academic affairs colleagues were instrumental in developing and enhancing these services. Participants stressed that given the small size of the college collaborations between both units were not only highly encouraged, but necessary.
Academic Advising
Academic advising is one of the most frequently used retention strategies in higher education (McArthur, 2005; Wild & Ebbers, 2002); however, prior to baccalaureate degree programming at Ardent, advising was limited. In addition to staff members appointed less than half-time to advising, Logan noted that advisors were just waiting for students to walk in . . . prior to [the CCB] there was no plan for advisement, there was no mission for advisement, it was just cobbled together, well you’re going to advise students on top of what you already do.
Following the implementation of the CCB, and in addition to creating a director position, two full-time professional advisors were hired. Accordingly, each student is now assigned an advisor and required to meet with their advisor every semester. Rather than advisors “waiting” for students to seek help, Ardent has adopted an intrusive advising philosophy—a proactive, deliberate, and holistic approach to advising. Under this model, meaningful and caring relationships with students are developed and both academic and personal needs are tended to (Earl, 1988).
Related to advising, the college has also adopted an early-alert system. Although early-alert procedures are not new to the community college (Cohen et al., 2014) or 4-year colleges and universities (Barefoot, 2004) they are new to Ardent. Early-alert systems are a commonly used retention strategy where college designated officials reach out to students placed at risk of stopping or dropping out, offer assistance, and provide referrals as necessary. Logan and Cameron noted that the early-alert system, an example of collaboration between student services and academic affairs, was adopted as Ardent leaders and staff realized that Ardent would need to improve its advising approach, given the CCB.
Although the abovementioned changes were met with little to no resistance and are expected to contribute to student outcomes, Ardent has experienced a few challenges. Some participants connected these issues to an entrenched organizational culture (Schein, 1985). Cameron said, The biggest challenge is that there is still this mindset, because you know most of the people who were here when [AC] was a community college, they are still here. The biggest challenge is getting [senior faculty and staff] to look beyond the associate degree level and say “hey, okay I’m going to push this person or advise this person into a baccalaureate program.”
Participants stressed that learning was an essential and ongoing process for all administrators, faculty, staff, and students within the College. The scenario depicted by Cameron below offers a powerful example: We have a student who got his bachelor’s degree last year and we invited him to attend a meeting. We were talking about where are our students going after they complete their baccalaureate degrees here, and somebody mentioned the GRE and he’s like “what is that?” He had no idea, so, we’re also having to educate those students on what it takes, or what you have to do, and help them with applications even to apply to graduate programs. So, it’s been a learning experience for me as well.
To this point, Cameron and other participants stressed the need to learn new habits and ways of thinking and doing (Schein, 1985). Change in Ardent’s formal philosophy and mission forced individuals within the organization to learn new processes and information. They were required to rethink or unlearn the ways in which they had previously carried out their work.
Academic Support Services
Changes related to academic support services include the development of first-year experience (FYE) courses, developmental education initiatives, and expansion of academic tutoring services. Ardent’s FYE courses are intended to help students acclimate to college and develop skills and strategies for success. And unlike most FYE student success courses, which tend to be disconnected from the academic side of the house (Bailey et al., 2015), Ardent’s FYE courses are explicitly connected to students’ majors and taught by faculty. Jaime described the FYE course within specific departments at length: [We teach them] how to study, we teach them stress management, even a little bit of time management, even a little bit of financial management. . . . We [also] take the students to upper division labs, we take them and we expose them to a lot of hands on experiences . . . through these first-year experiences they are exposed to their field . . . and by the way, through this activity they start realizing that the math is important because in the lab they discover that there are some pieces of the experiment that they cannot do if they do not have the math, so now there is an incentive for them to do better in the math, because ultimately if they want to solve these real life experiments they will need to know some type of math at some level.
Jaime further noted that these FYE courses were particularly important for academically underprepared students requiring several developmental math courses because otherwise it would “take two, three years before they do something that is related to their program.”
With over 70% of Ardent’s student population requiring some form of developmental education, Ardent has devoted time and resources to fulfill this need and expand academic support services. Although critics of the CCB have expressed concerns regarding the effects it will have on the community college emphasis on developmental education (Cook, 2000; Eaton, 2005), Bobbie noted “that’s not happening . . . developmental education will always be part of what we do.” Ardent’s continued commitment to developmental education is influenced by both internal and external factors. In addition to a moral and ethical responsibility to students, the college has compelling interest in ensuring students reach college-level courses given changes in the state’s funding formula.
In retaining this function and in efforts to support degree attainment, new developmental education initiatives have been introduced. For example, a free accelerated math program was implemented to support 4-year degree science, technology, engineering, and mathematics (STEM) students. The national priority to increase degree attainment in STEM subjects and associated funding opportunities (U.S. Department of Education, 2016) shaped the focus of this initiative. “A lot of the grants that are out there are for the STEM fields, so there are very, very, few grants that you are going to see for humanities, for others, so really we have an advantage on that,” explained Angel. Faculty members noted that these courses helped students believe in their ability to do math and reduce their time in developmental math significantly. As elaborated by Angel, Some students are able—in 6 weeks of this intensive math, because its 3 hours a day, Monday through Friday—some students have been able to jump three levels of math. That typically will take a year and a half; some students have been able to do that in 6 weeks. This is really surprising for us.
Other initiatives include workshops to help students who are in need of a refresher in efforts to help them earn a higher placement. The opportunity is particularly important given that some baccalaureate degree programs have extensive math requirements.
Tutoring services are also available for both precollege and college-level courses. Tutoring services at Ardent have become particularly important given some of the increasing demands and expectations placed on students. Specifically, related to baccalaureate degree–seeking students, Kai noted, I’ve asked more of students, probably every year I’ve been here I’ve asked a little bit more of students, and that’s in terms of the number of pages read for each class, the difficulty of the readings. We do some extremely difficult readings. . . . We expect our students to do some pretty difficult work, now they are going to get a lot more help along the way.
Students gain additional academic support and the opportunity to interact with faculty through undergraduate research opportunities. Stevie discussed weekly interactions with students in a baccalaureate degree capstone class: “every week I meet with them . . . every week we discuss, ‘Ok, how’s everything going? Are you stuck? Do you need extra help from me?’” These experiences not only provide students the opportunity to interact with faculty outside the classroom and encourage faculty–student mentoring relationships but also serve as a means to motivate students to pursue graduate studies, which as Gale explained is a goal at Ardent: There’s a lot more emphasis being put on training students in research, where for an associate’s degree it’s pretty much like, train students to get a job as a certified technician. . . . In a four-year degree [program] the department is pushing for scientific research to try and get students a bachelor’s in the hope to get them a better job or to get them into graduate school.
A review of the college website highlighted that a group of four baccalaureate degree–seeking students recently presented research at a national conference. An additional three students along with faculty members were also afforded the opportunity to attend the conference. As highlighted on the college’s home page, one student presenter was quoted as stating, “Attending the conference made me feel more motivated to continue my education and pursue a Ph.D. and also made me more confident in my ability to do so.” Along with increased academic support, students have unfortunately, or as some would argue inevitably, encountered increased tuition. I elaborate on this increase and organizational changes and challenges related to financial aid in the following subsection.
Financial Assistance
Limited financial resources have been identified as a barrier to higher education for low-income first-generation students of color, who continue to be overrepresented in the community college (Nuñez & Elizondo, 2013). To this point, information regarding financial aid, assistance with the financial aid process, and financial support are necessary to achieve access. In response, Ardent has increasingly held fairs to assist students with the federal financial aid process including completion of, renewal, and verification process for the Free Application for Federal Student Aid (FAFSA). In light of students currently pursing baccalaureate degrees, Ardent’s Office of Student Financial Aid has been forced to revisit their award packages and update their communication and reporting to the U.S. Department of Education. Cameron explained as follows: We are still experiencing growing pains. When I got here there were some situations with the Department of Education because all of a sudden we were offering baccalaureate degrees, and we had never had to make an award to a student who was progressing beyond 65 or so credit hours.
Progressing beyond 65 credits hours and higher tuition rates has required additional financial resources for students. Since the implementation of baccalaureate degrees at Ardent, students have faced several increases in tuition. For example, when Ardent first embarked on its transition into a 4-year college, it continued to charge students the established community college rate. Nevertheless, this decision was short-lived given limited state appropriations and costs associated with 4-year degree programming. Jesse spoke to this concern saying “there’s absolutely no way you can exist as a four-year institution, address all the issues that you have on your door step without biting the bullet and start charging appropriately.” As a result of increased costs, Ardent implemented a two-tier tuition rate. Today, however, Ardent charges a uniform tuition rate. See Table 2 for evolution of tuition.
Evolution of Ardent’s Tuition.
Accordingly, Ardent has made efforts to develop internal scholarships for both baccalaureate and nonbaccalaureate degree–seeking students. These efforts, as discussed by Jesse and Bobbie, have required adjustments and investment in alumni relations and institutional advancement. “We didn’t know who our alumni were, you didn’t know who gave. I think we’re at a point where there’s a lot of promise because we have fixed a lot of those issues,” stated Bobbie. Similarly, Jesse explained, “we focused on the administrative infrastructure . . . we needed to create an advancement position, a VP for advancement and someone to oversee all the grants and we’ve changed a lot of the structure.”
Faculty members have also taken an active role in garnering financial resources for students through their grant-writing activities and connections with local industry. During the interviews, faculty stressed the need to write grants in efforts to help support their students, both financially and academically. While speaking of the research expectations they faced as a faculty member, Pat noted, Since we don’t have all the infrastructure to fulfill the research expectations, that’s why we need to write grants, and to bring in some kind of scholarships for the students to be encouraged to do some research.
In fact, students participating in the grant-funded accelerated math program referenced in the previous section are eligible to receive stipends which may be used to cover tuition and fees, as well as books. Faculty members also aggressively engaged in finding students paid internship opportunities related to their field.
The rise in tuition, which is inextricably linked to baccalaureate degree programming, has discouraged or forced students who would normally take a class because it was of interest to them not to take those courses. Sam explained, A lot of these older people were just taking courses for, you know, they would take art courses or even humanities courses or science courses just for interest. They don’t need [the courses], they’re not seeking a degree. But when we increased the tuition, I think they’re saying, Well, we don’t really need it.
Bobbie was aware of the financial challenges nonfull-time students faced given tuition increases. As a result, Bobbie expressed aspirations to develop additional scholarship opportunities: I need to enhance the number of scholarship dollars that we have for our students. I don’t think we have enough. I would love to develop a scholarship program for students to take one course a year. They don’t qualify for anything. So, if I’m raising tuition . . . they may not be able to take that course the next year, I know that.
Student Activities
During the time of the study, all five executive-level administrators mentioned changes in the average student age. As noted by Geri, “the average age has decreased dramatically from 33 to 22.” This claim was verified through data reported in college fact books. Participants attributed the shift in age to various factors including increased efforts to recruit high school students, affordability of 4-year degree programs in comparison with other colleges, growing “credibility” of existing 4-year programs, and students’ desire to stay close to home to help support their families.
In light of the shift in student demographics, Ardent faced a different set of student expectations. Geri explained, “So we see a lot more students who are coming directly out of high school, expecting a more you know, college experience, if you will, campus life, student support services, recreational services, things like that.” Similarly, Bobbie said, What’s happening now, the college atmosphere is changing. It used to be there were no students here during the day, they would take their classes and they would leave—they don’t stay, because they have jobs, they have children. Now with the younger ones, they are hanging out here, they want a student union, they need things.
In response to student “needs,” Ardent expanded campus activities and created programs to foster student involvement and development. Cameron elaborated as follows: As far as student services and student activities, we’ve had to really gear up that part. We have to make sure that there’s something for students who are here all day, because there are students that stay here all day now, something for them to do other than study. We also have added a couple of athletic programs, so that gives students another option. Intramural we’re running them day and night now, we only used to run them at night before, there wasn’t much participation at all, but now those activities are packed.
Unsurprisingly, as students are spending more time on campus, staff, faculty, and administrators have noted an increase in issues related to safety and conduct. “[Before] there weren’t the problems that you see when you have students on campus all day, we’ve begun to experience different kinds of problems,” Cameron noted. Problems were expected to increase, as the college prepared to break ground on its new student housing facility.
The new student housing project was proudly touted on the College’s home web page. The decision for this development was framed by participants as a way of expanding access to students who commuted long distances for school or had previously expressed interest in Ardent but had no place to reside. Although framed in terms of access, on-campus housing was associated with a desire to attract more students and perceptions of legitimacy (DiMaggio & Powell, 1983) and supported the college’s goals of eventually becoming a university. Frankie suggested that the lack of housing was “an artifact of being a two-year going to a four-year.” In short, on-campus housing options were viewed as befitting or expected of a 4-year college.
Discussion and Implications for Practice
This study provides valuable insights and is relevant to community college leaders, community college student affairs professionals, and faculty at colleges who are considering or have already implemented the baccalaureate—a trend that is unlikely to slow. For example, although the California Community Colleges are presently in a pilot phase, legislation to expand beyond the 15 pilot sites was introduced recently (California Legislative Information, 2017). Despite such expected growth in the CCB, there is relatively little research focused on the implementation process or on the implications attached to such changes.
A multilens analysis helped to understand that organizational changes at Ardent were deliberate and both internally and externally motivated. In addition to expanding and redesigning existing student services, new initiatives such as FYE courses were implemented to promote student success. Programming centered on student involvement and development was foregrounded and required collaboration between student services and academic affairs. In addition to leading the charge on some of the new programs and initiatives, faculty were involved in securing resources to address the needs of students through their grant-getting abilities. The changes presented in the findings align with Jenkin’s (2007) recommendation, To better promote success, it appears that not only do particular student support services need to be in place—including in-depth orientations, proactive advising, early warning systems, and well-organized academic support services—but those services must be well aligned and coordinated across the campus. (p. 959)
Other changes, however, were unplanned. A clear example in this case is the significant drop in the average student age. The college intentionally targeted high school students, but as noted by participants, they did not anticipate such a dramatic drop. The drop in average student age required Ardent to develop additional programming, particularly the extracurricular activities that traditional age students associate with having the real college experience. Administrators, faculty, and staff were forced to learn and improvise as they responded to new circumstances and student expectations.
Changes discussed in this study were not easily implemented. Participants noted that changes were slow, as is typical when change involves cultural elements (Kezar, 2014). Although Ardent was authorized to offer its first baccalaureate degree in the mid-2000s, participants noted that changes were just now in motion. Still other changes, as expected, were met with resistance from both internal and external stakeholders. The greatest resistance was aimed toward tuition increases. However, as noted by Longanecker (2008), “as missions expand, therefore, tuitions must increase, institutional appropriations must increase, and the need for financial aid thus increases. More costs more.” (p. 4). To this point, Ardent was forced to seek new resources, which also influenced the kinds of services and programs that were delivered and who benefitted from them.
Without question, AC finds itself at a critical juncture. The implementation of baccalaureate degree programs has brought along increased responsibilities for the area of student services, and while numerous advancements have taken place, much work remains. For example, and as noted in the findings, a recent alumnus was interested in pursuing graduate studies but had never heard of the GRE. Although students are likely to enroll in applied programs for employment or promotion purposes, Ardent cannot neglect the fact that some students may aspire to continue their learning beyond a 4-year degree. In fact, these aspirations may be a result of undergraduate research activities associated with their program of study (Russell, Hancock, & McCullough, 2007; Seymour, Hunter, Laursen, & DeAntoni, 2004). Therefore, just as transfer fairs are held for community college students interested in transferring to 4-year colleges, it is sensible to host information sessions or graduate school fairs to help baccalaureate degree–seeking students explore further education options. Certainly, the number and size of baccalaureate degree programs matter and would help inform the magnitude and responsibility for such initiatives.
As this study suggests, community colleges should engage in self-studies before the CCB to assess in what ways their student services are developed to support both baccalaureate degree–seeking students and associate degree–seeking students. Then, colleges must explore how to create synergy or align to fill the gaps. Coordination of programs and services to support student success is particularly important given limited resources (Cohen et al., 2014; Grubb, 2006). Related to these points, colleges should be prepared to invest in institutional research. College leaders must also be intentional about learning from other community colleges that have developed 4-year degree programs. For example, leaders should explore, what organizational changes were necessary? What were some of the challenges they encountered? Leaders should also inquire about innovative and cost-saving measures. At the same time, student affairs staff and faculty must be provided with adequate infrastructure, resources, training, and support to help students meet their educational goals. Advisors, for example, may not be familiar with baccalaureate degree requirements or graduate school processes. Given the essential function faculty members play in the success of these initiatives, colleges should address faculty roles and rewards.
To be clear, it is not about one function taking precedence over another. Instead, it is about ensuring equity. In any decisions or changes that are made, community colleges must consider all students, regardless of their degree-seeking status or how much time they spend on campus. Colleges must make certain that no student is overlooked. Without critical reflection and evaluation, adult learners at Ardent could be easily forgotten as the college strives to provide its traditional age students with what is pereceived as a real college experience.
In terms of future research, studies should continue to explore the CCB implementation process and the implications attached to such changes. These studies could focus more in depth on specific student service areas such as academic advising. Future studies should also strive to include the perspectives of student affairs professionals, since they are either independently or collaboratively responsible for carrying out the changes highlighted in this work. Finally, future studies related to the CCB should center the student experience. For example, how do student describe their experiences within baccalaureate degree programs at the community college? These proposed lines of inquiry promise to contribute to our understanding of an understudied, yet critical topic.
In conclusion, as an increasing number of community colleges are granted approval to expand their mission to award baccalaureate degrees, community college leaders, faculty, and staff must consider how they will respond in efforts to adequately support baccalaureate degree–seeking students while continuing to support their nonbaccalaureate degree–seeking students. As baccalaureate degree offerings and existing programs expand, student services must advance to align with the mission of the college and with what students need. As maintained by Rendón (2002) “access is not merely getting students to graduate from high school and enroll in college. . . . once a student enrolls in college, active and sustained intervention is needed to ensure that students do not leave” (p. 662). Accordingly, as the needs and requirements of baccalaureate degree–seeking students differ from nonbaccalaureate degree–seeking students (Helfgot, 2005; Levin, 2004), community colleges taking on the 4-year degree function and those transitioning to full baccalaureate degree–granting institutions (Longanecker, 2008; Toma, 2012) will have additional responsibilities to fulfill (Furlong, 2005; Remington & Remington, 2005). Otherwise, the claim that the CCB serves to expand access is illusive.
Footnotes
Declaration of Conflicting Interests
The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author received no financial support for the research, authorship, and/or publication of this article.