Abstract
Following a major statewide developmental education reform in Florida, we explored institutional transformation among Florida College System institutions. We used statewide survey data to examine lead administrators’ perceptions of challenges encountered during the planning process, ways in which colleges engaged in sensemaking (i.e., social processes for developing shared understanding) and organizational learning, and perceptions of the institutional transformation processes and outcomes following the reform. We found that institutions engaged in numerous types of sensemaking and organizational learning practices to promote change. Yet, despite different approaches taken to institutional transformation, almost all respondents reported that the change process was highly collaborative and involved a broad range of stakeholders.
Highlights
Following a major statewide developmental education reform in Florida, we explored institutional transformation among Florida College System institutions
Due to the high cost and lack of effectiveness associated with traditional developmental education programs (e.g. Scott-Clayton et al 2014; Valentine et al 2017), many states and college systems have responded by implementing developmental education policies intended (a) to improve assessment and placement into college courses, (b) to promote innovative instructional methods in developmental education courses that accelerate students into creditbearing courses, or (c) to increase accountability requirements around student success (Whinnery and Pompelia 2019)
This study contributes to the literature by providing insight into whether and how institutional transformation occurred within the Florida College System (FCS) institutions during this large-scale developmental education reform, which required all public colleges to make several substantial changes simultaneously and quickly
Summary
Following a major statewide developmental education reform in Florida, we explored institutional transformation among Florida College System institutions. We examine the processes that FCS institutions engaged in to promote sensemaking and organizational learning during the implementation of the developmental education reform.
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