Abstract
Purpose. The purpose of the study was to determine the extent to which shared governance reforms have been implemented among California community colleges, and the extent to which organizational change practices have been utilized in the colleges' implementation efforts. Methodology. The researcher used descriptive and causal-comparative ("ex post facto") research. The population was comprised of members of the College Curriculum Committee and the President's Cabinet for nine community colleges within the California Community College system. A questionnaire was utilized to collect data to answer five research questions. For each item on the questionnaire, descriptive statistics, specifically frequencies, percentages, means, and standard deviation scores were determined. The data were tabulated and analyzed by comparing the statistics for each item. Findings. (1) Both groups (faculty and administration) perceived a high level of faculty participation in making decisions in shall shared governance areas. (2) The use of nonparticipative approaches (ostensibly consultative, paternalistic, and autocratic) is relatively infrequent in both groups. (3) Regardless of the size or location of the college, both groups perceived a high level of faculty involvement in institutional decision making. (4) Overall, there was similarity in identifying the uses of organizational change practices by both groups. (5) Both groups identified top management support, meaningful involvement, and commitment of organization members as occurring to a great extent. (6) Both groups agreed on the change conditions that occurred to the least extent in supporting implementation of shared governance. Conclusions and implications for practice. AB 1725 is fully implemented. Colleges have been successful in making the organizational changes necessary to support and maintain the new shared governance system. Among the implications are: (1) shared governance should be fully integrated into the core of the college's operation; (2) colleges should understand the broader implications or organizational change practices related to team building; (3) both groups should support and manage the change process; (4) staff development programs need to train for and create readiness for organizational change; (5) colleges should focus on the quality of the institution's decision-making processes and provide a common frame of reference for discussing shared governance.