Abstract
Professionals in student services play a significant role in the community college setting. Student services professionals hold a major responsibility for developing ways of providing support services to students that will help them succeed in college. However, despite their efforts, approximately 76% of community college students do not complete college or transfer to a university within six years (California State Legislature, 2010). Due to the low student achievement rates, a state initiative, the Seymour-Campbell Student Success Act was approved in 2012 as an attempt to increase student achievement throughout California community colleges. Subsequently, community colleges are charged with delivering mandated student support services that involve organizational change—the implementation and use of technology by both student services professionals and students. Technology is an important component of the Student Success Act. However, effective organizational change in implementing and using technology depends on organizational practices that help facilitate change. Astin’s (1984/1999) student involvement theory and Watkins and Marsick’s (1993) learning organization model supplement each other to elucidate the important role that student services professionals have in supporting student success and promoting necessary organizational change through current practices in the organization. The purpose of the study was to identify the dimensions of a learning organization model that helps facilitate change in student services at California community colleges. This study was conducted in Student Services within the CCCS. A total of 796 student services professionals, identified as subscribers of one of three public Student Services listservs maintained by the California community colleges, were invited to participate in an online survey questionnaire composed of 62 items. The survey instrument used for this study was developed by Marsick and Watkins (2003), The Dimensions of a Learning Organization Questionnaire. Data collected included general demographic characteristics of the participants as student services professional and of their organization and practices within the organization that help facilitate change. Organizational change is necessary for student services organizations to meet state initiatives and increase student success in California community colleges. Organizational culture and practices help facilitate change, therefore it is important to assess organizations to identify and address areas that need improvement. Systems to capture learning used to manage and facilitate professional development is a dimension in California community colleges that lacks significantly and needs improvement. Ongoing assessments of organizational culture and practices are key for future changes in California community colleges.