Leadership, communication, and intentional strategies and their effect on the change in assessment practices at a Midwest college

A problem in higher education is that the promotion of an assessment culture that meets the needs of accrediting agencies must also be cognizant of stakeholders' (such as faculty members) perceptions of the process in order to maintain positive change. Using the theoretical frameworks provided by Bennis, Curry, and Kotter regarding characteristics of the change process, the purpose of this case study research was to examine and describe perceptions regarding the predetermined themes of leadership, communication, and intentional strategies during a 3-year change process. The study was guided by the research questions about how these three themes were viewed by administrators and faculty at a Midwest faith-based college as promoting or preventing the change process regarding assessment practices of student learning. The data were collected through interviews with college personnel, examination of college documents, and exploration of the Higher Learning Commission reports prepared by consultant evaluators. A matrix was developed to track and code the transcribed interviews into the three key themes, thus facilitating the process of content analysis of the data. The findings included a need for leaders to actively seek participant involvement; support institutionalized mechanisms for collecting feedback; direct communication to multiple levels of the institution (both formally and informally); and support intentional strategies such as funding opportunities for the promotion of a positive culture of assessment. This study contributes to positive social change by helping leadership at higher education institutions understand what communication and intentional strategies are needed in order to promote a culture of assessment that will help to improve student learning.