THE POSTPANDEMIC REVITALIZATION OF A MINORITY SERVING INSTITUTION THROUGH STRUCTURAL AND OPERATIONAL ORGANIZATIONAL CHANGES

Ana Gil Garcia, Jennifer L. Talley, J. Yturriago, Rafael Torres
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Abstract

"St. Augustine College, a small, bilingual higher education institution, survived the pandemic by implementing structural and operational changes. The primary objective was two-fold: to create organizational changes that addressed the consequences of an unprecedented pandemic and to create the tools and mechanisms needed to sustain those organizational changes. Despite the circumstance, the institution’s commitment to its nontraditional student population, primarily female (78%) and Hispanic students (85%), motivated the necessary changes. The theoretical framework that supports this research study is the work of Kurt Lewin (1942)’s 3-Stage Model of Change. A mixed methods study determined the framework for data collection and analysis. The newly created Office of Academic Effectiveness (OAE) was the unit of analysis. The OAE is responsible for the quality assurance of the institution. Through qualitative data including interviews and observations, the Latino Educational Model, the new foundational teaching and learning philosophy of the institution, was developed. The quantitative data that served as the model’s creation was generated from four satisfaction surveys as well as students’ evaluations of course and instructors. This study provides a close examination of the office’s accomplishments and failures, institutional obstructions and passageways, and the balancing of existing traditions with new best practices. As a result of an arduous reframing process intended to revitalize the traditional culture, the college community united to create new units, revamp enrollment and admission procedures, update technology for different instructional delivery modalities, hire system disruptors, design and implement new policies, enforce assessment measures, craft onboarding regulations, establish faculty evaluation guidelines, build new academic programs, restructure and reevaluate the curricula, set up academic internships, conceive new certificates, and rebrand the institution, among other initiatives. The institutionalization of these changes seems to be the catalyst that will lead the institution to reclaim its position in the higher learning community."
通过结构和业务组织变革,在大流行病后振兴少数民族服务机构
圣奥古斯丁学院是一所小型双语高等教育机构,通过实施结构和业务改革,在疫情中幸存下来。主要目标有两方面:进行组织变革以应对前所未有的大流行病的后果,并建立维持这些组织变革所需的工具和机制。尽管情况如此,该机构对非传统学生群体的承诺,主要是女性(78%)和西班牙裔学生(85%),推动了必要的改变。支持本研究的理论框架是Kurt Lewin(1942)的三阶段变化模型。混合方法研究确定了数据收集和分析的框架。新成立的学术效率办公室(OAE)是分析单位。OAE负责院校的质量保证。通过访谈和观察等定性数据,拉丁裔教育模式,即该机构新的基础教学理念,得到了发展。用于创建模型的定量数据来自四项满意度调查以及学生对课程和教师的评估。这项研究对办公室的成就和失败、制度障碍和通道以及现有传统与新的最佳实践的平衡进行了仔细的研究。为了振兴传统文化,大学社区经历了艰难的重建过程,他们联合起来创建了新的单位,改革了招生和录取程序,更新了不同教学方式的技术,聘请了系统颠覆者,设计和实施了新的政策,实施了评估措施,制定了入职规定,建立了教师评估指南,建立了新的学术项目,重组和重新评估了课程,设立学术实习、构思新的证书、重塑学校品牌等等。这些变化的制度化似乎是催化剂,将导致该机构重新夺回其在高等教育社区中的地位。”
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