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The global citizenship initiative: a case study examining the leadership of Pacific Coast Community College implementing organizational change in response to globalization

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The global citizenship initiative: a case study examining the leadership of Pacific Coast Community College implementing organizational change in response to globalization

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THE GLOBAL CITIZENSHIP INITIATIVE:
A CASE STUDY EXAMINING THE LEADERSHIP OF PACIFIC COAST
COMMUNITY COLLEGE IMPLEMENTING ORGANIZATIONAL CHANGE IN
RESPONSE TO GLOBALIZATION

by

Bridget R. Le Loup

____________________________________________________________

A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2009

Copyright 2009 Bridget R. Le Loup
ii
DEDICATION
I dedicate this dissertation to all educators who make the world a better place by
passing on the knowledge that treasures can be found in the smiles, hearts, cultures,
and minds of all people.
iii
ACKNOWLEDGEMENTS
To my Ma, Valentine: thank you for your unconditional love, support, and
encouragement. Your life has inspired me to live without limits.
To my Dad, Gary: your little girl will never stop smiling. I miss you Dad.
To my Grandpa, Morris: You taught me to be respectful and curious, and to
value my upbringing, family, and community. I miss you Gramps.
To my brothers, Brent and Brook, and my sister Brittany: Thank you for
being my cheerleaders. May our family always reach our potential.
To my Uncle Denny & Aunt Rita: Thank you for always believing in me and
encouraging me to pursue my dreams.
To Dean Gallagher and Dr. Diamond: Thank you for inspiring me as an
Educator, and providing the challenge and support to finish my writing. I am
honored to have been a part of the Globalization thematic group, and part of the
inaugural cohort in China.
To Dr. Patricia Tobey: Thank you for offering your advice and providing
invaluable feedback, I am honored to have you as my committee member.
To Dr. Linda Fischer: You were brutally honest, but you believed in me.
Thank you for holding me accountable every step of the way!
To my partner in crime, Dr. Marisa Herrera: Fight on! I couldn’t imagine
sharing these experiences in our lives with anyone else. I look forward to the
adventures that lie before us.
iv
To Dr. Kathy Knodel: Thank you for being my second pair of critical eyes
and helping me process through my writing. I’m blessed with a new friendship with
you!
To Rebecca Palmer: Thank you for creating space in your home for me to
write. You’re up next!
To the Office of Residential Life at the University of California, Los
Angeles, particularly Dr. Suzanne Seplow and Rob Kadota: Thank you for
providing the support to pursue my doctorate and encouraging my professional
development.
v
TABLE OF CONTENTS
Dedication ii
Acknowledgements iii
List of Tables vi
Abstract vii
Chapter I: Introduction 1
Chapter II: Literature Review 20
Chapter III: Research Design 57
Chapter IV: Findings 67
Chapter V: Discussion 111
References 120
Appendix A: Research Questions/Interview Protocol Correlation Grid 125
Appendix B: Informed Consent for Non-Medical Research 127
Appendix C: Information Sheet for Non-Medical Research 131
vi
LIST OF TABLES
Table 1. Fall 2007 Pacific Coast Community College Student Demographics 61
Table 2. Findings by Research Question 71
Table 3. Theoretical Framework 95
Table 4. Frames 106
vii
ABSTRACT
Globalization is a contested phenomenon that has created broad implications
across social, cultural, economic, and political contexts (Scott, 2000). The imprint of
globalization in higher education, particularly in community colleges, is beginning to
emerge and creates a need for leaders to understand the complex challenges and
opportunities that exist in an interconnected world. In order to prepare students to be
successful in a globalized world requires that leaders guide institutions to reflect and
meet the needs of the contemporary world. This study provides practitioners,
policymakers, and researchers with an understanding of how leaders can respond to
the forces of globalization.
A single case study was used to examine how leaders at Pacific Coast
Community College implemented organizational changes and developed the concept
of global citizenship. The study sought to understand the challenges that leaders
faced when implementing the initiative, and highlighted ways in which college
leadership measure progress in embedding global citizenship into the culture of the
college.
The findings reveal that the leaders of the college developed the concept of
global citizenship as a timely response to the influence of globalization and to meet
the needs of preparing students for a globalized world. The definition of global
citizen at Pacific Coast focuses on preparing the knowledge, skills, and attitudes of
students and raising their awareness of the interconnectedness of economies,
environments, and cultures. The data revealed that the leadership of Pacific Coast
viii
Community College created organizational changes primarily through faculty
development efforts and through the development of interdisciplinary curriculum
that incorporates the concept of global citizenship. Financial constrains were found
to be the greatest challenge facing leaders in an attempt to embed global citizenship
into the culture of the college. The culture of the institution was referenced as a way
to measure progress with the initiative. Findings demonstrated that leaders view
evidence of the success of the initiative through the incorporation of global
citizenship into the mission, faculty engagement and participation, and changes to
the curriculum.

1
CHAPTER I
INTRODUCTION
“Global Citizenship is really a timely effort to try to get to a deeper understanding of
issues around the world, and the interconnectedness of the issues. We’re living in a
very complex world now, and we need to understand the different people that we’re
interacting with, understand the values, the culture, and also understand global
phenomenon. The global phenomenon that we’re seeing is all interconnected in
some way and we need to have a deeper understanding of them so that we can
become better people, and better informed in making decisions.”

- President of Pacific Coast Community College

Globalization is a phenomenon that has led to significant expansion in
national economies and worldwide interconnected technologies (Scott, 2000). This
expansive shift has created cultural, social, and political implications for nation-
states, particularly in the market blocs of the United States, European Union, and
Pacific Rim nations. The implication of globalization in economic, cultural, social,
and political structures raises questions regarding the impact of globalization in
higher education.
Scott (2000) posits, “Globalization is perhaps the most fundamental
challenge faced by the University in its long history” (p. 3). The challenges to higher
education are difficult to determine, however an understanding of the phenomenon
of globalization must be accounted for in order for institutions of higher education to
adapt and thrive in a globalized world. There are three areas that Scott (2000)
identifies as challenges created by globalization which include the transcendence of
national boundaries despite institutional ties to national cultures, the impact of
2
information technology on teaching methods and the emergence of global research
networks, and the impact of diminishing public funding sources of Higher Education.
Armstrong (2007) notes that higher education has currently remained sheltered from
the impact of globalization compared to economic and business sectors.
Globalization in higher education highlights tensions amongst administrators,
educators, and stakeholders who debate the responsibility of institutions to respond
to the post-modern challenges of globalization (Sinagatullin, 2006). The concept and
nature of globalization is a contested issue, which creates hurdles for leaders in
education when seeking changes to institutional policies, missions, and practice. In
1998, the United Nations Educational, Scientific, and Cultural Organization’s
(UNESCO) World Declaration on Higher Education for the Twenty-First Century
declared in the context of a globalized world that “higher education should serve a
world order that enables the development of a more equitable, tolerant, and
responsible society” (as cited in Gacel-Avila, 2005). The question remains as to how
institutions prepare individuals as citizens in a globalized world.
Throughout the United States leaders in higher education have sought
organizational changes in response to global restructuring. These changes are
observed in the missions, objectives, and curriculum, particularly in the community
college systems (Levin, 2001). This study sought to understand how leadership at
one community college responded to globalization and implemented an initiative
aimed at embedding “Global Citizenship” into the culture of the college and as a
student outcome. The influence of globalization in community colleges, changing
3
attitudes towards civic engagement and citizenship, changes in organizational
structures and missions, and approaches to organizational change provided the
background to the study.
Background of the Problem
Influence of Globalization
In order to understand how community college leaders respond to tensions
brought on by global forces within their organization, it is necessary to understand
the context of the problem. Within community colleges there is evidence of
globalization influencing economic, technological, and cultural contexts (Levin,
1999; Olssen, Codd, & O’Neill, 2004). While some community college leaders may
not embrace the concept of globalization with positive changes in higher education,
the literature points to a number of dramatic behavioral changes that have occurred
due to the influence of globalization. These changes reflect a manifestation of
globalization in the college environment. Levin (2001) describes these behaviors
and includes the following in his description of changes due to global forces:
internationalization, multi-culturalism, commodification, homogenization,
marketization, re-structuring, labor alterations, a push for increased productivity and
efficiency, and reliance on electronic communication and information. The
behavioral changes described are present throughout the multiple contexts within
community colleges.
The economic impact of globalization is evident in strategies that community
colleges must employ to guard against reliance on decreasing state government
4
funding. Community colleges have formed corporate partnerships, increased
international student enrollment, and created offshore programs that generate
revenue in efforts to remain globally competitive (Levin, 1999; Armstrong, 2007).
The forces of the global economy trickle down to campus economic practices that
must respond to the expectations of the public as well as marketplace demands.
These economic factors have led to neoliberal ideologies, or free market practices,
and the introduction of several for-profit universities that can accommodate a mass
production of higher education (Levin, 2001).
Technological changes are some of the most salient influences of
globalization in community colleges. The traditional view of the community college
as a physical space for knowledge acquisition is no longer the case with advances in
the delivery of curriculum and the advent of online classes and degrees. Researchers
are now able to conduct studies on a global scale with high speed information
technologies and access to real time data. Staff and faculty must possess varying
technological competencies in order to meet the needs and expectations of students.
The creation of online communities adds a new layer to the college environment,
compressing time and space and compromising the sense of the college as a physical
place for community engagement.
The structural changes in institutions of higher education are most prominent
in community college systems (Levin, 2001). Educational policies and global forces
such as global economies, political struggles, and global communication systems, led
to organizational changes in the 1990’s (Levin, 2001). These changes include a
5
specific focus on workforce development, skill acquisition and training, and a
heightened awareness of productivity and efficiency. The rise of the global economy
led to an increase of business and economic principles within the community college
systems, as colleges sought to provide a globally competitive workforce (Levin,
2001).
The influence on the culture of community colleges can be found in the
changing demographics found on campuses, the increased focus on multicultural
competencies, the consumer consciousness of students, and the influence of business
and corporate culture in the administration of colleges (Anderson, 2008). The trend
to develop multicultural competencies and global competencies have led to mission
statements that intentionally incorporate a commitment to diversity, curricula that are
based on theories of multicultural education and an increase in efforts to recruit
international students as well as reflect the diverse populations found in the local
communities (Morey, 2000).
Community College Missions
Along with the broad changes that have occurred in higher education,
globalization has challenged the historical role and long standing missions of many
public institutions to produce a locally informed, educated, and skilled citizenry
(Armstrong, 2007). Leaders in community colleges have an imperative to
understand the role of their institution in the context of globalization (Levin, 1999).
The role and function of community colleges in American higher education has
evolved since its inception as primarily a transfer institution for the local community
6
to access four year institutions (Bragg, 2001). Community college missions have
expanded from their origins of providing an access to higher education by offering a
liberal arts curriculum (Bragg, 2001). The expansions of missions include a focus on
vocational preparation and workforce development, continuing education,
remediation, and a specific role in meeting the needs of businesses and the economy
by preparing students to have global competencies and the ability to work in global
settings (Bragg, 2001; Dougherty & Bakia, 1999). The evolution of missions also
reflects the notable changing demographics of students in the community college
systems (Bragg, 2001).
The missions of community colleges have reflected the epoch needs of
society and the business sectors, which raises questions for current leaders regarding
the institutional missions in an era of globalizing economies, markets, and
technologies. Armstrong (2007) notes the recent challenges facing leadership to
respond to globalization includes an assessment of an institution’s mission as it
relates to the characteristics and skills of students. As global forces have influenced
the various contexts within higher education, they have also shaped the expectations
of students who are seeking the desired knowledge and competencies from
institutions in order to be competitive in the workforce. The highly sought global
competencies and the expectations of students have led to what Torres (2002) would
describe as a convergence of “worldviews, mindsets, even thought processes, and a
commodity consciousness” (p. 368). This culture shift amongst students is leading
7
to redefined identities and connections to the concept of global citizen or the desire
to possess global competencies.
Concept of Global Citizenship
Discussions of global citizenship center on the political implications of this
concept for nation-states and governments, as well as the responsibility and
development within higher education of civic engagement around issues that are
global in nature. The term global citizen is most often used by individuals who are
advocates of universal human rights, and are motivated to action by environmental
issues, war, immigration, or world health issues. The incorporation of this term into
the realm of higher education may be contentious for those who are anti-
globalization, or believe that the concept compromises the existing social structures.
Many theorists and researchers argue that the identification of national
citizenship is being weakened by the impact of globalization and that new identities
are emerging (Davies et al., 2005; Goldman & Perry, 2002; Liu et al., 2007). With
the rise of global economies, the use of interconnected technologies, and the
‘shrinking’ of the world, individuals at this point in time can now transcend the
confines and responsibility of being a national citizen and adopt a global citizen
identity. As individuals redefine networks of social relationships, as technology
enhances the knowledge of world events, and as the interconnectedness of the world
is becoming more salient, a sense of civic responsibility expands from a national to a
global identity and the concept of global citizen emerges.
8
The development of the knowledge, skills, and sense of responsibility and
duty that is traditionally connected to the western concept of citizenship has
historically been a primary goal of higher education (Colby, Beaumont, & Stephens,
2003). Torres (2002) posed questions regarding the impact of globalization on
educational governance and whether the ideals of a democratic education, including
civic participation and contribution to human rights, would be brought into a global
context or whether these ideals would be squandered in light of economic values. A
declining trend in civic engagement, as demonstrated by low voter turnout and
disinterest in political arenas by traditional aged students, create additional hurdles
for educators and leaders who are struggling to connect educational outcomes with
democratic principles.
As globalization challenges notions of citizenship, college leaders and
institutions have adopted or promoted varying forms of the concept of global
citizenship. In 1997, a report by the American Council on Intercultural Education
and the Stanley Foundation summarized a conference attended by community
college educators and representatives of government and published a report with the
following mission statement, “To ensure the survival and well-being of our
communities, it is imperative that community colleges develop a globally and
multiculturally competent citizenry” (ACIIE, 1997). The report highlighted targeted
efforts by community colleges to prepare globally educated citizens and cited the
following as existing efforts: established partnerships with business and industry in
local and multinational capacities, overseas training with economic development
9
projects, increased access to study abroad for students and faculty, and curriculum
development efforts (ACIIE, 1997).
College Leadership and Organizational Change
An example of strategic leadership response to globalization was
demonstrated at Pacific Coast Community College where the President and the
Academic Senate led an institutional initiative to “embed global citizenship into the
college culture” (Tsang, 2007). The campaign seeks to integrate student’s
knowledge and comprehension of the interconnectedness of the world across the
curriculum, and encourages students to examine their responsibility in a global
world. The President has “committed to global responsibility and awareness-
educationally, environmentally, and economically” (Tsang, 2007). A proposal has
been created at Pacific Coast Community College to implement an Associates of
Arts degree in Global Citizenship that would “develop an awareness of the diversity
of cultures within the United States and/or an appreciation for the interconnectedness
of cultural, ecological, economic, political, social, and technological systems of the
contemporary world” (Global Citizenship Task Force, 2008). Through the influence
of the President and Academic Senate, Pacific Coast Community College has formed
a Global Citizenship Task Force, implemented a Global Connections Lecture Series,
devoted funds to developing the concept and outcome of global citizenship, and
offered international conference and partnership opportunities to faculty and staff in
an effort to explore future joint ventures as an initial effort to embed this concept.
10
The study of leadership and organizational change in higher education has
been an effort that has sought to understand how individuals or groups can be
effective in a complex environment that is influenced by internal and external
constraints (Birnbaum, 1988). Analytical frameworks from globalization,
leadership, and organizational theory was used in this study to understand how
college leadership shaped or influenced the organizational changes due to the
complex phenomenon of globalization.
Armstrong’s (2007) theory of globalization was used to assist in the
conceptualization of globalization specific to the area of higher education.
Armstrong (2007) suggested strategies for leaders to respond to the phenomenon of
globalization included reviewing university mission statements, assessing global
learning outcomes and characteristics and skills of students, and increasing global
professional competencies of faculty and staff. The study utilized Armstrong’s
(2007) framework in order to understand the impact of leadership on organizational
changes to the college mission statement and global citizenship outcomes for
students at Pacific Coast Community College.
Transformational leadership theory was used to understand and describe how
the President led the initiative at the college. Transformational leadership theory
examines the use of relationships between leaders and followers as a way of creating
a shared vision. Transformational theory also focuses on the culture of
organizations, which relates directly to the initiative at Pacific Coast Community
College that is seeking to embed global citizenship into the culture of the college.
11
Organizational theory included Bolman and Deal’s (2003) perspectives of
organizational leadership and understanding or ‘reframing’ organizations, as well as
Birnbaum’s (1988) organizational systems theory that employs the concepts of
cybernetics to the college environment. Bolman & Deal’s (2003) theory is a
consolidation of many of the predominant paradigms of organizational theory into
four “frames” which include: structural, human resource, political, and symbolic.
The theory suggests that there are multiple ways to view a problem in an
organization as well as multiple ways to respond to a problem. Research on the
frame theory suggests that leaders will be more effective when they are able to
develop the ability to use multiple frames (Bolman & Deal, 2003).
Utilizing the theory of reframing issues of globalization assisted in providing
a descriptive account of how leaders think about complex problems in their
organization and how they approach organizational change. In the case of Pacific
Coast Community College, the use of the frame theory was useful in understanding
how leaders have developed the global citizenship initiative, changed the structures
within the college, and what policies and strategies were needed in order to infuse
this concept into the college environment. The frames were used to examine the
relationships that were established and the distribution of ownership over the
implementation of the concept, such as the development of a President and
Academic Senate Joint Task Force on Global Citizenship. The frames also
illuminated decisions involving power and distribution of resources. Finally, the use
12
of the frames contextualized the actions and meaning behind the efforts directed at
organizational change.
Statement of the Problem
College leaders in the twenty-first century have faced rapid changes within
the organizational structures of higher education (Levin, 2001). Currently, there is
limited or emerging research on how college leaders think about and respond to the
concept of globalization. Pacific Coast Community College is one example of
leadership responding to the phenomenon of globalization and implementing
organizational change. The problem of understanding how college leaders have
implemented organizational change in response to globalization is one which needs
to be examined. The initiative to embed global citizenship into the culture of the
institution and implement requirements for the Associates of Arts degree at Pacific
Coast Community College provided an opportunity to study how leadership has
responded to globalization.
The review of literature in Chapter 2 will provide a context for understanding
how leaders have implemented organizational changes in community colleges. The
first section will provide an overview of the role and history of community colleges
in higher education. Community colleges are currently the largest sector of United
States higher education and serve the most diverse student demographic in the
country (College Board, 2008). Community colleges play a pivotal role in enabling
the United States to remain a global leader in education, and preparing students for
participation in a globalized world.
13
This is followed by a review of the literature on the influence of globalization
on community colleges. Currently, there is limited acknowledgement of the impact
of globalization in higher education as noted by Armstrong (2007). Current trends in
higher education to internationalize curriculums, build international partnerships,
increase student participation in study abroad and international experiences, and the
desire to meet the needs of global businesses and economies demonstrate that
globalization is emerging as a catalyst for change in institutions.
A review of literature on transformational leadership will then be provided in
order to understand the components of successful leadership within community
colleges as they respond to the impact of globalization. Transformational leadership
has been described as having the ability to influence the culture of institutions, and
meet the challenges of leadership in uncertain times (Northouse, 2007). A theme of
transformational leadership is centered on creating a shared vision, which is a critical
component to successfully address the challenges brought on by globalization, such
as the preparation of students for a globalized world.
A review of literature on creating organizational change within an institutions
culture will be discussed to help leaders understand how they can respond to the
issues created by globalization and create changes within institutions that reflect an
adaptation to a globalized world. The review will focus on organizational culture as
the changes relate to Pacific Coast Community Colleges efforts to “embed global
citizenship” into the college culture. The review of organizational culture will
inform on how the process of change is influenced by previous or existing norms,
14
beliefs, and values within institutions, which are being challenged by the influence of
globalization.
A review of the literature on global citizenship is then provided in order to
broadly understand this concept within the realm of community colleges. Civic
engagement has been a long-standing component of United States higher education,
however global citizenship provides challenges such as implications for national
identity and allegiance. The review of literature sought to understand how colleges
are defining this term and a discussion on what characteristics or global
competencies constitute a global citizen.
Finally, a review of Armstrong’s (2007) theory of globalization and Bolman
and Deal’s (2003) frame theory will be detailed in order to provide a framework for
the analysis of this study. Armstrong (2007) suggests that the influence of
globalization in higher education is demonstrated by the structural changes taking
place in institutions, such as the establishment of overseas institutions, or the
“twinning” of institutions abroad. Bolman and Deal (2003) provide leaders with four
frames through which leaders can view institutions, which include the structural,
political, human resource, and symbolic frames. These frames can assist leaders in
making sense of their organizations, and provide a different perspective on how to
approach complex problems such as the influence of globalization (Bolman & Deal,
2003).
15
Purpose of the Study
The impact of globalization is an issue facing leaders as colleges restructure
and respond to global forces. Globalization challenges the role of the local civic
mission of public colleges and draws attention to a common goal of many
institutions to prepare a globally informed citizenry and develop global
competencies. The meaning and impact of globalization in community colleges is
not clear and is debated by scholars, practitioners, college leaders, and stakeholders.
The purpose of this study was to better understand how leadership in
community colleges can respond to the impact of globalization through the stated
missions and initiatives of programs that seek to develop global competencies in
students. The study examined how leaders at one college think about the
phenomenon of globalization, the strategies that college leadership employed to
create organizational change within the culture, and to highlight measured success
and challenges of the programmatic or structural initiatives in response to
globalization.
The study used single case methodology that entailed interviews with college
leaders and members of the President and Academic Senate Joint Task Force on
Global Citizenship, as well as analysis of artifacts and documents that relate to the
Global Citizenship initiative.
Research Questions
QUESTION 1: How did leaders at Pacific Coast Community College
implement change in response to globalization?
16
QUESTION 2: How did college leadership develop the concept of global
citizenship as a university initiative towards student development?
QUESTION 3: What challenges have leaders at Pacific Coast Community
College faced when implementing change in response to globalization?
QUESTION 4: How does the leadership at Pacific Coast Community
College measure progress in initiatives that are in response to globalization?
Significance of the Study
Guskin (1996) notes that administrators and leaders are often immobilized
when seeking changes to institutions because they do not understand the process of
change. This study contributes to the literature and research that seeks to inform
college leaders on the process of change in organizations, specifically in response to
globalization. College leaders, administrators, faculty, and policymakers need to
understand how the concept of globalization applies to specific campus
environments and potentially creates the need for organizational change. The study
informs leaders in community colleges on the broad issues that globalization create
in the college environment and illuminates how leaders at one college think about
and respond to globalization by seeking organizational change.
The study also informs leaders on initiatives related to community college
efforts to prepare students for a globalized world. There is significant discourse on
developing the global competencies of students in order to prepare them for the
global workforce; however, there has not been demonstrated agreement amongst
leaders on what the competencies should be. Leaders in community colleges,
17
international education, higher education policymakers, business leaders, and
students will all benefit from a review of the objectives of global competencies and
global citizenship.
Limitations
This study used case study methodology to understand and describe how
college leaders think about the concept of globalization. The researcher was limited
by the amount of time needed to conduct interviews and the collection and analyzing
of artifacts. The researcher was also limited by the availability of the senior
administrative staff at Pacific Coast Community College. For example, the Dean of
International Education, who has a significant role in the Global Citizenship
Initiative, was out of the country and unavailable for an interview during the time
that the data collection took place.
The researcher was also limited in measuring the success of the initiative as it
is in the development phase at the college. The original proposal for the initiative
contained a 3 year strategic development plan, and at the time of data collection it
was 1 year and 7 months into development. As a result, the researcher examined the
intended measurements that are being considered to evaluate the success of the
outcomes.
Merriam (1998) posits that human researchers are fallible and are limited by
missed opportunities, mistakes, and biases. This study contains biases of the
researcher, such as the researcher’s perspectives on the definition and
implementation of the concept of “global citizen”. The researcher acknowledges
18
missed opportunities to attend meetings of the President and Academic Senate Joint
Task Force. The researcher utilized document analysis of the minutes of the
meetings.
Delimitations
The delimitations of the study were chosen by the researcher in order to
provide a framework that would allow for an in depth analysis of the problem. The
study was limited to the leadership of a two-year community college that has
attempted to implement organizational change in response to globalization. The
leadership included the members of the senior Administration and members of the
President and Academic Senate Joint Task Force on Global Citizenship. A second
delimitation of the study included the use of Armstrong’s (2007) definition of
globalization, which has been applied to the arena of higher education.
Definitions
The following definitions will be used throughout this study:
Globalization (Armstrong, 2007): Modularization of production (from
conception through sales) is joined with state of the art information technology and
decreasing national trade boundaries to enable a global optimization of production
and distribution.
Global Citizenship (Global Citizenship Task Force, 2008): An individual
with an awareness of the diversity of cultures within the United States and/or an
appreciation for the interconnectedness of cultural, ecological, economic, political,
social and technological systems of the contemporary world.
19
Global Competency: attitudes, skills, and knowledge base that is required to
function in a globalizing and interdependent society.
Transformational Leadership: When one or more persons engage with others
in such a way that leaders and follower raise on another to higher levels of
motivation and morality (Burns, 1978).
Organization of the Study
The study is organized into five chapters. Chapter 1 is the introduction to the
problem including the purpose, theoretical framework, limitations and delimitations,
and definitions. Chapter II is a review of the literature including theories of
globalization, community college missions, transformational leadership,
organizational change, and the concept of global citizenship. Chapter III describes
the methodology and research design used in the study. Chapter IV describes the
data collected in the study. Chapter V offers conclusions and recommendations.
20
CHAPTER II
LITERATURE REVIEW
Globalization is arguably one of the most challenging issues facing leaders in
community colleges at the onset of the 21
st
century. Institutions are receiving
pressure from communities and businesses to provide students with the skills and
mindset to compete for jobs in global markets. The traditional methods of
curriculum delivery are now rivaled by rapidly developing technologies, and the
development of a ‘knowledge society’ has led to an influx of for-profit universities.
Leaders in community colleges must address the challenges created by globalization
and implement changes that will keep institutions competitive in the contemporary
world.
An overview of community colleges in United States higher education will be
provided in order to understand the development of community college systems and
missions. Next, a review of the issues surrounding globalization will be examined,
and then applied as they relate to the impact on community colleges. This is
followed by a review of literature on transformational leadership in order to
understand components of successful leadership within community colleges as they
respond to the impact of globalization. A review of literature on organizational
change is then provided to help understand how leaders can respond to the issues
created by globalization and create cultural changes within the institution that reflect
an adaptation to a globalized world. A review of the literature on global citizenship
is provided in order to broadly understand this concept within the realm of
21
community colleges. Finally, a review of Armstrong’s (2007) theory of
globalization and Bolman and Deal’s (2003) theory of reframing organizations is
provided to use as an analysis when viewing the organizational changes led by the
President and Academic Senate leadership at Pacific Coast Community College and
the initiative to develop global citizens.
Community Colleges
Community colleges are the largest sector of United States higher education
with approximately 1,200 regionally accredited two-year colleges and an enrollment
of 6.5 million students who are for-credit and 5 million students who are non-credit
(College Board, 2008). The community college system contains 46% of all
undergraduates in the United States, and demographically contains 47% African
American, 47% Asian or Pacific Islander, 57% Hispanic, and 57% of Native
American undergraduates (College Board, 2008). Demographic projections in the
United States indicate students of color will significantly contribute to the anticipated
15% increase of high school graduates between 2000 and 2020 (College Board,
2008). These projections strongly suggest the need for the nation to support higher
education in order to ensure that degree attainment patterns continue or increase,
particularly in the community college sector.
Community colleges have played a crucial role in providing an access point
to four year baccalaureate institutions, as well as providing technical degrees and
ongoing adult education. It has been argued that in order for the United States to
advance economically, community colleges must be able to provide opportunities
22
through workforce development that contributes to the skills and knowledge needed
for individuals and organizations to succeed in the global marketplace (College
Board, 2008). Indications show that nearly half of the new jobs created in the next
ten years will require some form of higher education, and a higher level of skill will
be required. Despite the projections for the need for more post-secondary education,
recent trends have shown that the United States is slipping in educational attainment
and has dropped from 2
nd
place in the world in college completion rates to 11
th

(College Board, 2008).
In an era of declining college completion rates and increasing international
competitiveness, community colleges are being called upon to help the United States
secure its status as a leader in higher education. A report entitled “Coming to Our
Senses: Education and the American Future” from the Commission on Access,
Admissions, and Success in Higher Education, states that “merely to reclaim our
position in the front rank of international educational leadership, many experts say
that the United States must establish and reach a goal of ensuring that by the year
2025 fully 55% of young Americans are completing their schooling with a
community college degree or higher” (p. 1). This goal requires increased policy and
financial support, and support of community college efforts to retool and provide
knowledge and skills that are aligned with contemporary society and a globalized
world.
23
Influence of Globalization on Community Colleges
This aspect of the literature review will first examine the impact of
globalization and will outline seven drivers of global change as detailed by an
unclassified report of the National Intelligence Council’s 2020 Project (NIC, 2004).
These drivers of change include: demographics, natural resources and the
environment, science and technology, the global economy and globalization, national
and international governance, future conflict, and the role of the United States (NIC,
2004). This discussion will lead to an examination of the influence of globalization
on higher education, specifically community colleges. There is currently limited
research on the impact of globalization on education sectors; however the existing
research indicates that changes have been taking place within institutions in response
to a globalized world.
The unclassified report of the National Intelligence Council’s 2020 Project
was based on two studies, the Global Trends 2010 paper and the Global Trends 2015
paper. The Global Trends 2010 paper was developed in 1997 and was derived from
a series of conferences where academic and business leaders interfaced with
Intelligence Community experts to dialogue about global trends that have the
potential to influence world events (NIC, 2004). The Global Trends 2015 document
was produced in 2000 and included conversations between the National Intelligence
Council and nongovernmental specialists, and is the foundation for the Mapping the
Global Future report from that was published in 2004.
24
The National Intelligence Council defined globalization as the “growing
interconnectedness reflected in the expanded flows of information, technology,
capital, goods, services, and people throughout the world” (NIC, p. 10). The report
described globalization as a ubiquitous force that shapes world trends and world
events. The changing demographics of the world are discussed as one factor that
contributes to the contouring forces of globalization. For example, the size of China
and India’s population by the year 2020 is projected to be 1.4 billion and 1.3 billion
respectively (NIC, 2004). The massive size of these populations and the
exponentially increasing gross national products contribute to their ability to become
key players in the world economies and global stage. On the contrary, countries
such as Japan and Russia face different circumstances as their countries deal with
aging populations and a decline of birth rates. These demographic changes suggest a
potential shift in the position of nations on the global stage.
The impact of globalization on the world’s natural resources and the global
environment is significant. It is projected that energy consumption will rise 50% in
the next two decades, primarily in regards to petroleum (NIC, 2004). The demand
for oil and other natural resources will influence countries foreign policies, and the
relationships between these nations will remain tense as the competition for
resources increases. The interdependence amongst nations in regards to the delivery
of resources, such as through pipelines, and the potential for conflict over embargos
and economic practices are also influenced by the forces of globalization.
25
The advancement of science and technology is one of the main components
of globalization that suggests a new world order. The proliferation of online
communities challenges the ability of nations to effectively govern, when citizen’s
political identities are transforming in a global sense (NIC, 2004). The upside to the
globally available technologies will be the advancement of technological
breakthroughs, such as genetically modified organisms and the ability to increase
food production that can assist with addressing issues of malnourishment in
developing countries. However, for the countries that are not capable of investing in
globally available technologies, the disparities will continue to widen (NIC, 2004).
Globalization is most often defined in economic terms. As a result of
globalization the world economy is projected to be 80% larger in 2020 than it was in
2000 (NIC, 2004). While most countries will benefit from economic gains, it is
anticipated that rising economic powers may exploit opportunities and poverty will
continue to persist, even in countries such as China that will experience benefits
from the global economy.
Globalization also presents challenges for nations to effectively govern in a
political structure that is challenged by the influence of a global order.
Advancements such as the proliferation of global social communities have the
potential to challenge national order, particularly around identity politics. The report
suggests that religious convictions, in particular Islam, will have a significant global
impact as the ability to outreach to groups beyond national borders increases with the
access to and influence of the internet (NIC, 2004).
26
The economic, cultural, and political impact of globalization is anticipated to
have implications for the overall sense of security in the world. The weakening of
governments, the unstable global economy that is dependent on international
cooperation, and religious extremism all have the potential to contribute to national
and global conflicts. The increase of the migration of people around the world,
particularly from North Africa and the Middle East into Europe, will also contribute
to the internal conflicts that take place in nations as countries face the challenge of
integrating migrants into their societies. This has already been evident in the United
States, as Mexican immigrants struggle to integrate into United States culture and are
faced with significant political and policy hurdles.
The report concludes with a discussion on the role of the United States in a
globalized world. The fate of the United States as a global leader will be determined
by the ability of rising nations to compete across all dimensions of power; however it
is anticipated that the nation’s relative power position in the world will erode. The
United States will continue to shape the global scene considering the current power
structures that exist, such as US military power. The ability of the United States to
effectively build international relations across the broad issues surrounding
globalization such as the economic, technological, political, and military conflicts,
will be dependent on the nation’s ability to diplomatically integrate divergent
interests and increasingly diverse peoples. This leads to the discussion on the role of
higher education, specifically community colleges, on educating a populace capable
of leading in a globalized world.
27
The report by the National Intelligence Council highlighted the evidence of
globalization in political governments, and economic practices and business. There
is less demonstrated evidence of the impact of globalization within higher education.
Researchers have just recently begun to study the changes to institutions of higher
education that are taking place in response to globalization. Armstrong (2007)
noted, “Higher education has thus far remained comparatively untouched by the
powerful forces of globalization” (p. 1). Armstrong (2007) cites trends such as the
off shoring of degree programs, twinning or the creation of institutional partnerships
abroad, and franchising of institutions as indication of the emergence of
globalization in higher education.
In a paper presented to the Association of Pacific Rims Universities Dean’s
Conference at the University of Southern California, Tierney and Findlay (2008)
provided a report entitled “The New Wave of Globalization in Education”. The
report reviews tertiary education and points to the mobility of teachers and
institutions into overseas markets, joint degree programs, and distance learning
programs as evidence of globalization in higher education. The report highlights 5
trends in education that point towards and expands on the evidence of globalization
in higher education that mirror Armstrong’s (2007) suggestions. These trends
include: the increase of international student mobility, the mobility of providers and
programs, the diminishing importance of public provision and increase of
privatization, the shift of the extent of public funding from providers to consumers,
and the widening interest in international research cooperation (Tierney & Findlay,
28
2008). The suggestions provided by Armstrong (2007) and Tierney & Findlay
(2008) both relate to structural changes taking place in the method of curriculum
delivery, research practices, and funding of institutions.
The amount of research on the impact of globalization in higher education is
limited; however, the most notable research has been conducted within community
college systems. Community colleges are closely coupled with the business sector
due to the vocational aspects of the institutions, and are more responsive to market
forces and business demands than four year institutions. The evidence of
globalization influencing community college systems is primarily found in the
institutional mission statements.
Community College Missions
Community colleges developed a century ago out of a need to prepare
students for transfer to the traditional four year university and have served
individuals who may not otherwise have obtained higher education (Bragg, 2001).
In 1947, President Truman’s Commission on Higher Education called for
comprehensiveness in the community college system in order “to attempt to meet the
total post-high school needs of the community” (Bailey & Morest, 2004). The call
for comprehension transformed the community college mission, and during the
1960’s and 1970’s colleges expanded their function and began providing vocational
preparation for individuals within the local community (Bailey & Morest, 2004;
Guenther, 2001). This change in focus resulted in a bifurcation of the focus of
community colleges, either to provide access to a four year institution or to prepare
29
an individual vocationally in order to meet economic development needs (Guenther,
2001).
During the late 1990’s, community college missions came under scrutiny
once again and began to reflect the influence of the global community. Missions
began to expand on the concept of “community”, and made changes to reflect that a
global community included the local, state, nation, and the world (Zeszotarski,
2001). Colleges began to recognize that the new jobs created by the global
economies required a new level of skill, and the traditional approach of vocational
and transfer preparation would not be adequate to meet the demands needed of the
global workforce. Today, community college missions serve an array of functions
and are influenced by a multitude of factors, including the most current trends of
internationalizing the curriculum and providing more study abroad opportunities.
Levin (2001) describes these changes in community colleges as moving from serving
the local community to serving the global economy, or as operating as globalized
institutions.
As a result of the influence of globalization community colleges have
undergone dramatic organizational changes. Levin (1999, 2001) conducted a
longitudinal case study of seven community colleges in the United States and
Canada in order to understand the impact of globalization in higher education. The
study first examined how missions and structures of community colleges were
affected by global forces, which includes international economies, political struggles,
and interconnected technologies.
30
Levin (1999) determined that community colleges were affected within three
domains: economic, cultural, and technology. These domains are also reflected in
the global trends noted by the 2020 Project report (NIC, 2004). The economic
domain was identified due to the affect of the global economy on government
revenues, which then in turn impact the publicly funded colleges. In a review of the
challenges presented by globalization in higher education, Scott (2000) also
discusses the diminishing government revenue and argues that the decrease of
funding has led to “market” institutions that mirror big corporate bureaucracies.
The pressure for colleges to maintain funding and respond to the marketplace
compromises the college’s ability in several aspects to remain committed to missions
founded on contributions to the local community and social values.
The cultural domain is represented by the rapidly changing demographics,
which is leading community colleges to focus more on multi-cultural and
international competencies to reflect the campus diversity (Hu & Kuh, 2003; Levin,
1999). Compared to four year institutions, a higher proportion of community college
students are from non-English speaking homes, are recent immigrants, are from low-
income families, or all three (Bragg, 2001). Minority student enrollment in
community colleges has totaled nearly 60% of total enrollment, with African
American and Hispanic students representing the largest minority groups (Bragg,
2001). Bragg (2001) cites the open admission policies as a reason for the large
enrollment of diverse groups in community college systems.
31
The third domain consists of information technology, which has changed the
amount and speed of information that is exchanged on a daily basis. The technology
domain impacts the expectations that students have regarding access to information
and structure of the curriculum. Faculty and staff are also impacted, and must
continue to receive ongoing training and education in order to keep their
technological skill updated in the classroom and effectively communicate with
students, as well as to have the ability to exchange research and ideas with
colleagues throughout the world. Technology also influences the social networks of
campus communities, and the way in which research is being conducted globally.
The three domains that were identified were predominant areas that
influenced changes to the missions and structures of the colleges. The most notable
changes include a shift of focus from the local community to the positioning of a
broader international focus that is entrepreneurial and congruent with current
economic trends (Levin, 1999; Levin, 2001). Levin (1999) argues that community
colleges are more business-like, with a customer service approach to student services
and marketplace behaviors such as a drive for efficiency and productivity.
Further research is needed in order to fully understand the scope of the
impact of globalization on community college missions and structures. The current
research identifies the predominant areas that have been affected by globalization
within the community college sector; however the questions remain unanswered as
to how colleges can best prepare students for a globalized world, and adapt the
missions and structures of the institutions to achieve that aim.
32
Transformational Leadership
Leadership in higher education is often defined depending on the context of
what is being studied by the researcher, such as organizational design, decision
making strategies, or cognitive processes. This study focuses on transformational
leadership related to the topic of globalization, or rapid organizational changes in
community colleges. The review of literature on transformational leadership will be
used to understand the strategies, relationships, traits, skills, or habits of leaders as
they seek organizational changes.
Leadership in community colleges in the 21
st
century has faced a myriad of
changes and challenges. External pressures in higher education include public calls
for accountability, increased accessibility despite decreasing state funding for public
institutions, and the need to adapt to rapidly changing technologies and student
demographics (Levin, 2001; U.S. Department of Education, 2006). These pressures
have been a catalyst for leaders to seek reforms and implement significant changes to
organizational missions, systems, and structures. The complex systems in
community colleges require leaders that can adeptly respond to the pressure brought
on by rapid changes and demonstrate leadership in ambiguous or uncertain times.
The discourse about leadership in higher education is varied, and includes a
review of the traits, behaviors, skills, strategies, mental models, processes, and
actions of successful leaders and organizations (Bensimon & Neumann, 1993;
Northouse, 2007). Definitions of leadership in educational research focus on the
social influences and relationships that leaders establish in order to achieve a
33
common goal (Northouse, 2007; Middlehurst, 1999). Northouse (2007) describes
leadership as it relates to the culture of an organization and posits that globalization
creates a need to understand how aspects of culture affect leadership. Concepts
describing culture have included the learned beliefs, values, rules, norms, symbols,
traditions, and behaviors within an organization (Northouse, 2007).
James MacGregor Burns’s seminal work entitled Leadership (1978) served as
a catalyst in how individuals conceptualize leadership and introduced the idea of
transformational leadership. Burns (1978) describes the fundamentals of leadership
in terms of a relationship of power and purpose, and posits that at the intersection are
collective action of power holders and not just the behavior of one person.
Leadership is further defined as inducing followers to pursue the motivations of both
leaders and followers, and at the heart of leadership is the way in which they see and
act on these pursuits.
Burns (1978) contrasted theories and types of leadership, and posits that
transformational leadership occurs “when one or more persons engage with others in
such a way that leaders and followers raise one another to higher levels of motivation
and morality…transforming leadership ultimately becomes moral in that it raises the
level of human conduct and ethical aspiration of both leader and led, and thus it has a
transforming effect on both” (p. 20). Transformational leadership can then be
understood as moral leadership, and can be applied to the shaping of public opinion
and be used to address moral issues (Burns, 1978).
34
Northouse (2007) provided a text on the theories and practice of multiple
forms of leadership, and noted that the components of transformational leadership fit
with meeting the needs and challenges of leadership in contemporary institutions that
are seeking to inspire and empower in times of uncertainty. Northouse (2007) also
references morality in his review of transformational leadership as aligned with
Burns (1978), and posits that the collective good is emphasized and involves
integrating leaders and followers when seeking to influence or change the culture of
an organization. Northouse cites Bass (1985) and states,
Bass (1985, p. 20) argues that transformational leadership motivates
followers to do more than the expected by (a) raising followers’ levels of
consciousness about the importance and value of specified and idealized
goals, (b) getting followers to transcend their own self-interest for the sake of
the team or organization, and (c) moving followers to address higher-level
needs.

Northouse (2007) concludes that transformational leadership can be useful when
seeking to create significant changes in organizations. The strengths of
transformational leadership are described as having intuitive appeal, having been
widely researched, proving a broader view as compared to other leadership models,
and placing an emphasis on the importance of followers. The limitations of
transformational leadership are noted as lacking conceptual clarity, and being
challenging to measure.
Themes in transformational leadership theory and from studies on culture and
leadership point to the idea of creating a shared vision amongst members within the
organization (Northouse, 2007; Pielstick, 1998). Pielstick (1998) conducted a meta-
35
ethnographic study of a breadth of leadership literature, specific to community
colleges that sought to further explore transformational leadership. The findings
included seven themes that emerged: (1) creating a shared vision, (2)
communicating the vision, (3) building relationships, (4) developing and supporting
organizational culture, (5) guiding implementation, (6) exhibiting character, and (7)
achieving results (Pielstick, 1998). The shared vision is described as a “touchstone
theme” in transformational leadership (p. 20). The vision has the capacity to inspire,
excite, and motivate the followers within the organization. Within community
colleges, a shared vision is often communicated in the form of an institutional
mission.
The shared vision concept in transformational leadership was also extracted
by Smith, Montagno, and Kuzmenko (2004) in a study that provided a contextual
comparison of transformational and servant leadership. Smith et al. (2004) reviewed
and compared the two leadership theories, and provided a map of the characteristics
of transformational and servant leadership. The categories in the mapping of
transformational leadership included the value and belief in people, the development
of people, the effort to build community and strong relationships, a display of
authenticity, providing a vision of the future and clarifying goals, and the sharing of
leadership and power (Smith et al., 2004).
The studies on transformational leadership that were reviewed in this section
share a common theme of creating a shared vision in an institution, and empowering
followers through relationship building and the sharing of power. The limitations of
36
the studies lie in the ability to truly measure transformational leadership. The studies
of transformational leadership as they relate to community colleges are also limited
in application when considering the challenge of leadership in a globalized world.
The studies reference the response of leaders to the external environment, but do not
expand on the environment in a global context. Further research is needed in regards
to transformational leadership as a method of responding to globalization in
community colleges.
Organizational Change
There are many areas of research related to organizational change in higher
education. This section of the literature will focus on understanding change
processes through the lens of organizational culture in complex environments.
Organizational Culture
A review of literature that discusses organizational culture will assist this
study in describing how the process of organizational change was influenced by the
previous or existing norms, beliefs, values and strategies at Pacific Coast Community
College. The President and Academic Senate had set out to “embed Global
Citizenship into the culture” of the college, therefore it will be prudent to examine
organizational culture in the context of community college institutions.
Birnbaum (1988) discussed institutional culture in a text entitled, “How
Colleges Work: The Cybernetics of Organization and Leadership”. The text reviews
perceptions of how institutions of higher education operate as organizations.
Birnbaum (1988) developed 5 fictional institutions in order to illustrate the processes
37
and systems that exist in colleges. In regards to institutional culture, Birnbaum
(1988) cites the following definition that was provided by Smircich (1983): “Culture
is the social or normative glue that holds an organization together. It expresses the
values or social ideals and the beliefs that organizational members come to share.
These values or patterns of belief are manifested by symbolic devices such as myths,
rituals, stories, legends, and specialized language” (p. 72). Birnbaum (1988) suggest
that culture influences the individuals within the institution in regards to how they
think and what they do. Birnbaum (1988) concludes with a discussion on culture and
environment, and notes that it in regards to the environment the “beliefs, norms,
rules, and understandings are not just ‘out there’ but additionally are ‘in here’” (p.
75). This suggests that the external culture that surrounds an institution is just as
influential of the internal culture of the institution.
Tierney (1988) developed a framework that can be used in reviewing
organizational culture specific to institutions of higher education. Similar to
Birnbaum’s (1988) description of culture Tierney (1988) notes that culture is
centered on the shared assumptions of individuals within the institution. Tierney’s
(1988) framework was developed through a year- long study of organizational
culture, and the framework was discussed and applied to a single case study.
The framework utilizes six concepts including environment, mission,
socialization, information, strategy, and leadership. The environment can include the
demographics of students, the influence of the surrounding community, and the
current issues that the institution is facing. The mission is used to understand the
38
rationale of institutional initiatives as well as a means of measuring standards against
the stated mission. Socialization refers to the way in which the culture of the
institution is shared and communicated. Information referred to the way in which
decisions and ideas are communicated and exchanged, such as through task forces,
meetings, discourse, and mailings. Strategy is the way in which decisions are made
and the structures that surround decision making, such as discussion and dialogue.
Finally, leadership refers to the actions that can reinforce an institution’s culture,
such as the use of symbols or through stated visions.
Tierney (1988) posits that the connection of the concepts in the framework
can assist in understanding the cultural norms of the institution, and provide a means
of studying organizational culture. Tierney (1988) suggests that leaders can use the
framework as a way to understand and address issues within an institution. It is
noted in the study that the concepts within the framework are not static or mutually
exclusive.
Kezar and Eckel (2002) conducted a case study of six institutions to assess
the relationship and effect of institutional culture on change strategies. In this study,
culture was defined as “the deeply embedded patterns of organizational behavior and
the shared values, assumptions, beliefs, or ideologies that members have about their
organization or its work” (Peterson & Spencer, 1991 as cited by Kezar & Eckel,
2002). The study examined the type of culture that is needed in order for
institutional change to be effective, and the aspects of the institution that are
modified as a result, such as the mission or vision. Two frameworks of culture were
39
used including institutional archetypes of culture and Tierney’s (1988) framework
that was described previously and is referred to as unique individual institutional
culture.
Institutional archetypes include collegial culture, managerial culture,
developmental culture, and negotiating culture. Collegial culture focuses on the
governance of the faculty, where there is a structure of shared decision making and a
value of scholarly engagement. In contrast, managerial culture strives for efficiency
and supervision of the goals of the institutions and has a strong emphasis on fiscal
responsibility. The developmental culture focuses on the personal and professional
growth of institutional members. Finally, negotiating culture is related to the fair and
equitable establishment of polices and procedures and the creation of shared power.
The unique institutional culture framework further explores individual
institutional cultures and included the concepts described above which were
environment, mission, socialization, information, strategy, and leadership (Kezar &
Eckel, 2002). The two frameworks on organizational culture were used to
understand the change process at the six institutions that were studied. A third
framework was then used to study change strategies, and included the use of senior
administrative support, collaborative leadership, robust design, staff development,
and visible actions (Kezar & Eckel, 2002).
The study found that a relationship and patterns existed between institutional
culture and change at every institution (Kezar & Eckel, 2002). The results of the
study clearly demonstrated the importance of organizational leaders understanding
40
the culture of their institution, and aligning change strategies with the existing
culture. Kezar and Eckel (2002) offer implications and strategies for leaders who are
seeking change, and suggest that leaders attempt to become “cultural outsiders” and
view their organization from an unbiased perspective, as well as utilize outside
consultants, explore assumptions at conferences, bring in new leadership, or
participate in exchange programs to expand the perspectives of personnel.
The literature on organizational culture focuses on the shared beliefs, values,
and norms that exist within an institution. The literature suggests that in order for
leaders to seek organizational changes, they must understand the existing culture and
view the culture from an unbiased perspective. For this study, it is important to
understand how leaders view organizational culture as it contributes to the
development of initiatives and change within the institution. The leadership of
Pacific Coast Community College has established an initiative to “embed global
citizenship into the culture” of the college. The next aspect of the literature review
will discuss the concept of global citizenship, in order to understand this concept
within higher education.
Global Citizenship
The debate surrounding globalization in educational settings includes
discussion regarding the concept of citizenship, or the “scope of belonging,
allegiance, and civic participation in an increasingly global space” (Szelenyi &
Rhoads, 2002). Historically, the missions of institutions of higher education in
America have included civic engagement within local and national boundaries,
41
seeking to develop social responsibility and democratic participation in students
(Kennedy, Hahn, and Lee, 2007).
Globalization challenges the socially constructed boundaries of what it means
to be a citizen, causing leaders in education to consider what it means to be a
civically engaged citizen in a globalized world. In a paper providing
recommendations to the President-elect of the United States regarding public
diplomacy, the Association of International Educators noted that, “The U.S. cannot
conduct itself effectively in a competitive international environment when our most
educated citizens lack minimal exposure to, and understanding of, the world beyond
U.S. borders” (NAFSA, 2008, p. 3). This section of the review discusses the concept
of global citizenship, and the competencies that define a global citizen.
Conceptions of Global Citizenship
In the literature surrounding the concept of global citizen in higher education,
a focus has been on how students view themselves in relation to their citizenship
affiliations in a globalized world. Cogan (2000) describes a conception of
citizenship as a sense of the knowledge, skills, values, and dispositions that a citizen
would ideally possess. Researchers have described conceptions of citizenship from
economic, political, and socio-cultural perspectives (Szelenyi & Rhoads, 2007).
In order to broadly understand how student perceptions were similar or
different across societies, student conceptions of citizenship were comparatively
analyzed between Australia, Hong Kong, and the United States by Kennedy et. al.
(2007). The researchers were interested in knowing how students from three
42
different civic cultures viewed the concept of a good citizen in a globally connected
world. The researchers chose these three societies based on economic similarities,
differences in political culture, and the varying priorities given to civic education.
The researchers found that student attitudes and perceptions of citizenship
were complex in all societies. Similarities that were found in the study included the
perspective that it is important for them as a citizen to vote and to support social
activity, such as promoting human rights, over political activity such as joining a
specific political party. While students in all three societies indicated civic behaviors
were a priority; the rationale differed across cultures. For example, U.S. students are
taught in school that it is important to vote and volunteer, while students from Hong
Kong are influenced by Confucian values of responsibility (Kennedy et. al., 2007).
The study demonstrates the challenge of cultural context when influencing students
towards a global citizenship orientation, particularly in pluralistic education systems
such as the United States.
Szelenyi and Rhoads (2007) address the challenge of defining citizenship in a
global context, and conducted a qualitative study of 30 international students from
Brazil, China, and Italy. The study sought to understand how the experience of
being an international graduate student would shape the student’s notion of
citizenship. The researchers conceptualized global citizenship as a “sense of seeking
to balance social, civic, and economic rights and responsibilities in a local/national
sphere of existence with those in a global/transnational domain” (Szelenyi &
Rhoads, 2007, p. 42). The researchers differentiated between global citizenship, and
43
what they defined as “globally informed nationalism/regionalism” and “free
marketeering” (Szelenyi & Rhoads, 2007). The students who were described as
operating from a perspective of globally informed nationalism/regionalism
demonstrated understanding of the social, civic, and economic rights and
responsibilities but maintained the framework of their experience as a way of
working to contribute back to their respective nations. The students whose
perspectives were described as free marketeering presented perspectives that were
based on the advancement of the individual in a globalized economy, without
expression of social and civic responsibilities.
The literature demonstrates the complexity of creating an agreed upon
definition of a global citizen, particularly across sectors such as business, education,
and government. One theme found in the discourse on global citizenship in
education is in regards to the development of global competencies. As colleges have
attempted to internationalize curricula and the college experience, the development
of global competencies has become an aim in student outcomes.
Global Competencies
The discourse in the literature on global citizenship in higher education
examines student’s skills, mindset, preparedness, and competencies to be successful
in global settings. Globalization has created an immediate need for college graduates
to develop broader global competencies in order to be effective in a global
workplace. Less than 7% of college students meet basic standards for global
preparedness, which is defined by the American Council on Education as, “four or
44
more courses of international studies and a certain number of years of foreign
language” (ACE, 1997, p. 7). Institutions and organizations, such as transnational
companies, have sought to further define characteristics of a global citizen and
outline what would be considered global competencies.
To date, there has not been an agreed upon definition for global competence.
One researcher sought to define global competence and utilizing the Delphi
Technique distributed a survey to representatives from multi-national businesses,
human resource managers of transnational corporations, senior international
educators, United Nations and embassy officials, and intercultural specialists. The
researcher was able to reach an agreed upon definition amongst which was “having
an open mind while actively seeking to understand cultural norms and expectations
of others, leveraging this gained knowledge to interact, communicate, and work
effectively outside one’s environment” (Hunter, 2004, p.130-131). The study then
sought to determine the knowledge, skills, attitudes and experiences necessary to
achieve global competence and found that the most important aspect is to develop an
understanding of one’s own cultural norms and expectations (Hunter, 2004).
The literature on global competencies focuses primarily on the mindset of an
individual. In a response to the trend of internationalization in higher education and
the question of how universities can develop global citizens, Gacel-Avila (2005)
argues that that the responsibility of the university is to develop global consciousness
among students. According to Gacel-Avila (2005), a global consciousness would
encompass openness to and knowledge of foreign cultures, concern for ecology and
45
economic development, developing a critical perspective, intercultural understanding
and understanding of the interdependence among people and societies. Gacel-Avila
(2005) provides a conceptual framework for universities to develop a critical
perspective in students, a respect for human differences, and a sense of political
responsibility.
In addition to mindset, the skills of a globally competent individual are
discussed in the literature. Researchers from the Citizenship Education Policy Study
(CEPS) conducted a cross-national, cross-cultural study of nine nations in order to
determine trends in citizenship education (Cogan, 2000). The study highlights eight
characteristics and skills of global and civic minded citizens that include (Cogan,
2000):
• Ability to look at and approach problems as a member of a global society;
• Ability to work with others in a cooperative way and to take
responsibility for one’s roles/duties within society;
• Ability to understand, accept, and tolerate cultural differences;
• Capacity to think in a critical and systemic way;
• Willingness to resolve conflict in a non-violent manner;
• Willingness to change one’s lifestyle and consumption habits to protect
the environment;
• Ability to be sensitive towards and to defend human rights; and,
• Willingness and ability to participate in politics at local, national, and
international levels
46
The researchers recommend that citizens view themselves as members of
overlapping communities: local, regional, national, and multinational (Cogan,
2000).
The salient aspects of definitions of global citizenship and global
competencies include the ability to think critically about global issues, a value and
knowledge of world cultures and the development of cultural competencies, and a
sense of responsibility to societies beyond one’s own. Globalization and global
factors have created circumstances that challenge individuals and societies to expand
on the sense of responsibility that has been primarily focused on local and national
ties. These factors, described as “risks” (Urry, 1999) include:
• Global environmental change, known as “global warming”
• Cultural homogenization
• Global health issues such as AIDS that is transmitted across national
borders
• Collapse of world markets and economic crisis, particularly in developing
countries
• Dependence upon interconnected technologies for travel, environmental
protection, medical support, and so on
Torres (2002) identifies similar risks and adds that the worldwide competitive
economies will override traditional political citizenship. For example, the
commitment to national products is diminished due to the desire for low-cost
products that can be manufactured overseas. The changes have influenced the
47
commodity consciousness, resulting in an era where mindsets are converging
globally as a result of popular mass culture and technology (Torres, 2002). The
converging mindsets provide opportunities to for societies to partner to address the
global risks.
In addition to the environmental and economic risks, the threat of global
terrorism has brought the issue of global competencies to the forefront in the United
States. The impact of the events of September 11, 2001 when terrorists
demonstrated the vulnerability of the United States despite global dominance,
highlighted the myopic view of American citizens- particularly college students.
Cummings (2001) discussed the role of the university after September 11
th
and
determined that American colleges and universities were not prepared to assist
students in connecting to the international issues and events that had transpired that
day and that attempts at educating students on international issues are disjointed in
higher education. This lack of connection results in a student populace that remains
removed from international issues, and become observers in the world rather than
participants.
The events of September 11
th
created tension between a call by many
scholars for international understanding and at the same time a narrowing of the
public’s tolerance towards Muslim and Islamic cultures. The unfortunate events
resulted in a shift in the nation’s mindset, as demonstrated by Germann and Krupar
(2002) who noted that after September 11th student interest in courses related to
international education increased. The question for educators remains as to how to
48
develop the global competencies of students that meet the needs of today’s
interconnected world.
Theoretical Framework
Globalization
This study will use Armstrong’s (2007) theory of globalization in order to
describe and define the issues facing Institutions of Higher Education. Armstrong’s
(2007) theory discusses the implications that globalization may have on the future of
Institutions of Higher Education, and the challenges and opportunities that come
from creating strategies to respond to globalization. Armstrong suggests that it will
be imperative for Institutions of Higher Education to consider the impact of
globalization and plan for effective responses, particularly in relation to the
institutional mission.
Compared to the significant changes that globalization has had in government
and business, such as the creation of new economic markets and business structures,
Institutions of Higher Education have remained relatively untouched. Institutions of
Higher Education have maintained the place-dominated identity where the mission is
to serve the surrounding local and state community. The Institutions operate in a
hub-and-spoke model of internationalization, where students and faculty are sent
abroad for short periods of time and then return to the home institution. This model
of Higher Education is reflective of the funding sources that have historically come
from state and federal governments and constituent donors. The funding sources are
closely tied to the historic missions of Institutions of Higher Education that seek to
49
develop citizenship, economic productivity, and the production of new knowledge
(Armstrong, 2007).
There are two examples of emerging models in institutions of higher
education that are a result of globalization: twinning and franchising. The concept
of twinning involves establishing partnerships with Institutions overseas and having
students complete two years of undergraduate coursework abroad, and then return to
the home institution to complete the degree. Franchising involves partnering with a
provider to offshore a program, where the home institution maintains control of all
aspects of the program except delivery abroad. Armstrong (2007) argues that these
two examples are only the beginning of the potential changes to cross-border
education.
The institutional mission is at the heart of creating a strategy for institutions
of higher education to respond to globalization. Armstrong (2007) points to the
development of the characteristics and skills that students need in order to participate
in a globalized world. The challenges facing institutions seeking to create a strategy
include the ability to think outside of the place-based box, addressing funding issues
associated with models such as twinning and franchising, and ensuring that programs
are in place to achieve the stated missions that develop in response to globalization
(Armstrong, 2007).
Bolman and Deal Frames
The challenges that globalization create within institutions require leaders
that are able to view the problems and challenges from multiple perspectives within
50
their complex organization. Bolman and Deal (2003) synthesized research on
organizational leadership and management and provide four “frames” in which to
understand and make sense of complex organizations and complex problems. The
frames are described as “mental models, maps, mind-sets, schema, and cognitive
lenses” (Bolman & Deal, 2003, p. 12). The four frames integrate the major
theoretical constructs of organizational leadership and management and encourage a
reframing of organizations from structural, human resource, political, and symbolic
perspectives (Bolman & Deal, 2003). The frame theory has been utilized in
understanding how a leader’s thinking relates to their effectiveness (Thompson,
2000). In this study, the frame theory will be used to understand how senior
leadership at Pacific Coast Community College perceived the issues surrounding
globalization at their institution and how they managed change.
Structural Frame
The structural frame is based on theories centered on organizational
efficiency, effectiveness, and models of organizational structure. Within the
structural frame leaders and managers consider the design of the roles and
responsibilities of individuals and systems, and create structures that maximize the
organizations resources. The organizational design encompasses more than the
traditional organization chart and considers the issues of differentiation, or the
allocation of work, and the integration of the roles and responsibilities in order to
achieve maximum efficiency (Bolman & Deal, 2003).
51
The structural frame acknowledges the importance and inclusion of groups
and teams that are formed within large organizations to accomplish tasks or reach
goals, such as the Task Force on Global Citizenship that was formed at Pacific Coast
Community College. Bolman and Deal (2003) purport that complicated tasks
require complex forms and structures including: flexible roles of team members,
reciprocal interdependence, and looped relationships that are collaborative and
provide mutual feedback. Bolman and Deal (2003) relate six characteristics of high
performing teams to the structural framework that were developed by Katzenback
and Smith (1993) including:
1. High-performing teams shape purpose in response to a demand or an
opportunity placed in their path, usually by higher management.
2. High-performing teams translate common purpose into specific,
measurable performance goals.
3. High-performing teams are of manageable size.
4. High-performing teams develop the right mix of expertise.
5. High-performing teams develop a common commitment to working
relationships.
6. Members of high-performing teams hold themselves collectively
accountable.
Bolman and Deal (2003) suggest that the pressures of globalization have
served as a catalyst for organizations throughout the world to revamp organizational
structures and patterns. Restructuring is often a response to pressures such as
52
environmental shifts, technology changes, organizational growth, and leadership
changes (Bolman & Deal, 2003).
Human Resource Frame
The human resource frame encompasses the relationship between people and
the organization. The leader that views an organization through a human resource
frame is cognizant of the needs of the people within the organization, such as
careers, salaries, and finding meaning, purpose, and value in the work that they do
(Bolman & Deal, 2003). The adept leader tries to align the employee needs with the
needs of the organization. The underlying assumption of the human resource frame
is that leaders and mangers should invest in employees in order to create a loyal,
motivated, and skilled workforce (Bolman & Deal, 2003).
The human resource frame assists leaders and managers in understanding the
impact of decisions made in response to organizational challenges on the people
within the organization. Globalization has provided challenges to organizations such
as outsourcing, downsizing, and the trend of employing part time workers (Bolman
& Deal, 2003). Within Higher Education institutions, these challenges are reflected
in the reduced federal and state funding of higher education, public calls for
accountability, and current trend of entrepreneurial approaches to leadership and
management in higher education.
Political Frame
The political frame frames organizations through dynamics and distribution
of power, decision making, and distributions of resources (Bolman & Deal, 2003).
53
The political frame views organizations through five assumptions (Bolman & Deal,
2003):
1. Organizations are coalitions of diverse individuals and interest groups.
2. There are enduring differences among coalition members in values,
beliefs, information, interests, and perceptions of reality.
3. Most important decisions involve allocating scarce resources - who gets
what.
4. Scarce resources and enduring differences make conflict central to
organizational dynamics and underline power as the most important asset.
5. Goals and decisions emerge from bargaining, negotiation, and jockeying
for position among competing stakeholders.
The political frame views an effective leader as one who sets an agenda that creates a
shared vision and involves strategies for achieving the vision (Bolman & Deal 2003).
Symbolic Frame
The symbolic frame encompasses the culture of an organization (Bolman &
Deal, 2003). Culture in organizations is defined as the “interwoven pattern of
beliefs, values, practices, and artifacts that defines for members who they are and
how they are to do things (Bolman & Deal, 2003, pg. 243). The frame employs the
use of symbols and stories to make sense of events and experiences within an
organization.
The symbolic frame can be a powerful to initiate transformational change
within an organization. The frame uses the idea of a shared vision that is built on the
54
values of the organization as an image of the future. The organization leader’s
ability to paint a portrait of the future relies on the transmission of stories that create
meaning behind organizational symbols.
Summary
The review of literature provides the background to understand the issues that
community colleges face as a result of globalization. The Global Trends report by
the National Intelligence Council (2004) detailed the impact of globalization in
shaping world events and the highlighted the realities of a globalized world. The
influences of globalization are evident in changing demographics in the world, the
changes in the environment, advancements in science and technology, a global
economy, challenges to national and international governance, and in heightened
conflicts throughout the world. The role of community colleges in developing a
skilled and educated global workforce will be critical in order for the United States
to remain competitive economically, maintain the status of US educational
institutions internationally, and prepare culturally competent citizens in an
increasingly diverse society.
While research on the influence of globalization in community colleges is
limited, the review of literature shows that colleges have adapted institutional
missions and have undergone organizational changes in order to adapt to the needs of
a globalized world. These changes include an expanded definition of community to
include local, national, and global communities, and changes in the economic,
cultural, and technological elements of colleges (Levin, 2001; Bragg, 2001; NIC,
55
2004). The changes taking place on college campuses require leaders who are able
to understand the complex issues facing their organizations and adapt policies and
practices accordingly.
For the purpose of this study, transformational leadership was reviewed in
order to understand how leaders can shape institutional culture under ambiguous
circumstances, such as those created by globalization (Northouse, 2007). Elements
of transformational leadership include creating a shared vision, empowering others,
and an emphasis on building strong relationships within an organization. The ability
of transformational leaders to address moral issues and assist followers in working
towards shared goals is a key differentiation from other types of leadership.
Studies on organizational change, specific to organizational culture, were
examined in order to understand the process of change. Organizational culture is
defined in the literature as the shared beliefs, values, and norms of individuals within
an institution. The type of culture that exists within institutions can include collegial,
managerial, developmental, and negotiating. Leaders must understand the type of
culture that exists within their organizations in order to create effective strategies for
change (Kezar & Eckel, 2002). The review of literature demonstrated a connection
between transformational leadership and changes within organizational culture.
The concept of global citizenship was discussed as it relates to student
outcomes in institutions of higher education. The primary areas of focus around the
concept of global citizenship include student’s skills, mindset, preparedness, and
competencies as they relate to global settings. The concept of citizenship is
56
expanded to include a global consciousness and an understanding of the
interdependence of nations. A global consciousness demonstrates awareness of the
interconnectedness of the impact of human behavior, is more open and accepting of
cultural differences, and is a view of oneself as having a responsibility in and being a
part of local, national, and worldwide communities.
The theoretical frameworks that are included in the literature review include
Armstrong’s (2007) theory of globalization and Bolman and Deal’s (2003) theory of
reframing organizations. The evidence of globalization in higher education is
discussed in terms of the models and modes of delivery, such as twinning and
franchising of programs and institutions abroad. Armstrong (2007) posits that
leaders of institutions of higher education must consider the impact of globalization
and strategize for responses. The types of responses to the challenges created by
globalization can include reviewing institutional mission statements, developing the
characteristics and skills of students that are needed to be successful in a globalized
world, and ensuring that programs are implemented to achieve the stated missions.
Bolman and Deal’s (2003) theory includes the use of four frames in which
leaders can view their organization when addressing problems and challenges, such
as those caused by globalization. The four frames include the structural, human
resource, political, and symbolic perspectives. Multiple frames can be used to
understand complex issues facing an organization and can guide leaders in
implementing effective strategies for change.
57
CHAPTER III
RESEARCH DESIGN
Introduction
The influence of globalization in community colleges has led to a number of
behavioral and organizational changes. These changes have prompted some college
leaders to respond to the forces of globalization by adapting institution missions and
implementing strategic initiatives in order to remain globally competitive, and
provide students with knowledge and skills to work in an interconnected world
(Levin, 2001). The purpose of the study was to understand and describe how the
leadership of Pacific Coast Community College implemented organizational change
in response to globalization, where the President of the college is seeking to embed
the concept of global citizen into the college culture. The chapter will include
sections on the research design, the setting and participants, and the methods of data
collection and analysis.
Chapter two provides a conceptual framework of relevant literature that
illuminates the impact of globalization in community colleges and provides
background on leadership and organizational change in higher education. Analytical
frameworks from globalization theory and organizational theory were used in this
study to understand how college leadership shape or influence organizational
changes in response to the complex phenomenon of globalization. Armstrong’s
(2007) theory of globalization was used to assist in the conceptualization of
globalization specific to the area of higher education. Armstrong (2007) suggested
58
strategies for university leaders to respond to the phenomenon of globalization
included reviewing university mission statements, assessing global learning
outcomes and characteristics and skills of students, and increasing global
professional competencies of faculty and staff. This study utilized Armstrong’s
(2007) framework to understand the impact of leadership on organizational changes
to the mission statement and global citizenship outcomes for students at Pacific
Coast Community College.
Organizational theory includes Bolman & Deal’s (2003) perspectives of
organizational leadership and understanding or ‘reframing’ organizations. Bolman
& Deal’s (2003) theory is a consolidation of many of the predominant paradigms of
organizational theory into four “frames” which include: structural, human resource,
political, and symbolic. The theory suggests that there are multiple ways to view a
problem in an organization as well as multiple ways to respond to a problem.
Research on the frame theory suggests that leaders will be more effective when they
are able to develop the ability to use multiple frames (Bolman & Deal, 2003).
Research Questions
The study addressed the following research questions:
QUESTION 1: How did leaders at Pacific Coast Community College
implement change in response to globalization?
QUESTION 2: How did college leadership develop the concept of global
citizenship as a university initiative towards student development?
59
QUESTION 3: What challenges have leaders at Pacific Coast Community
College faced when implementing change in response to globalization?
QUESTION 4: How does the leadership at Pacific Coast Community
College measure progress in initiatives that are in response to globalization?
Qualitative Research Design
The research design used a qualitative methodology of a single, illuminative
case study. Merriam (1998) describes a qualitative case study as “an intensive,
holistic description and analysis of a single instance, phenomenon, or social unit” (p.
27). Yin (2006) suggests the case study method is most appropriate for research that
addresses descriptive or explanatory questions, such as how or why something
happened. Yin (2006) posits that the strength of a case study is in the ability to
examine “real life” contexts (p. 111). Merriam (1998) describes qualitative case
studies as particularistic, descriptive, and heuristic and posits that the case study is a
well suited research design if the focus of the study is on understanding a process,
such as organizational change, or making meaning of the experiences of people.
The defining characteristic of case study research is in the delimitation and
boundaries of the object of study (Merriam, 1998). The case that was chosen for this
study was bound to Pacific Coast Community College where the leadership is
implementing a Global Citizenship initiative. The use of qualitative case study
methodology allowed the researcher to gain a firsthand understanding of the
leadership and events that led to organizational changes around this concept (Yin,
2006). Patton (2002) suggests that within a case study there may be more than one
60
object of study or layer embedded within the single case. The research questions for
this study may unveil additional objects of study as data collection and analysis take
place.
Site
The California Community College system contains 72 districts and 110
colleges, the most expansive higher educational system in the United States
(California Community College Systems website, 2008). The site for this study was
Pacific Coast Community College, which is located in southern California. Pacific
Coast Community College (PCCC) is a two year, accredited college that currently
serves 32,088 students and offers over 80 fields of study (SMC website, 2008). This
particular community college was chosen because of the current initiative to include
a Global Citizenship component into the culture of the institution, as stated by the
President. In addition, the researcher was in close proximity to the site, which
allowed for more time to be spent on the campus conducting research.
College Governance
The college is governed by the Pacific Coast Community College District
Board of Trustees that consists of 7 members and 1 student trustee. The senior
administrative staff consists of the President, Executive Vice President, General
Counsel, the Senior Director of Government Relations & Internal Communications,
and 6 Vice Presidents including: Academic Affairs, Student Affairs, Enrollment
Development, Planning and Development, Human Resources, and
Business/Administration.
61
Pacific Coast Community College boasts a large international student
population, which is currently 10% of the student body. This aspect of the college
adds additional relevancy to understanding the concept of “Global Citizenship”.
The student body of SMC reflects the demographics found in southern California,
and are detailed in Table 1.

Table 1. Fall 2007 Pacific Coast Community College Student Demographics

Ethnicity N %
African American 3,132 9.76
Native American 143 0.45
Asian 5,269 16.42
Filipino 695 2.17
Hispanic 7,490 23.34
Other Non White 966 3.01
Pacific Islander 179 0.56
White 11,227 34.99
Unknown 2,987 9.31
Gender
Male 13,471 41.98
Female 18,615 58.01

Sample Selection
The participants of the study included members of the President and
Academic Senate Joint Task Force on Global Citizenship and the Administrative
leadership of Pacific Coast Community College, with a primary focus on the
62
President who brought the initiative to the campus. The leadership provided rich
insight and perspectives on the efforts to embed a Global Citizenship initiative into
the college culture. Patton (2002) refers to this selection of participants as
“purposeful sampling” and suggests that researchers may learn the most when they
select specific or illuminative cases (p. 46).
The study used a cascading sampling technique in order to be referred by
participants to other individuals who may provide descriptive information and would
be good interview subjects (Merriam, 1998). The researcher also interviewed
selected members of the Academic Senate Joint Presidents’ Task Force on Global
Citizenship. The Task Force was formed in the spring of 2007 and was co-chaired
by the Former Faculty Senate President and the Dean of Academic Affairs. The
Task Force includes subcommittees comprised of faculty and administrators.
Instrumentation
Merriam (1998) states, “a characteristic of all forms of qualitative research is
that the researcher is the primary instrument for data collection and analysis” (p. 7).
The collection of data utilized an inductive research strategy in order to fully explain
and describe the process of organizational change at Pacific Coast Community
College. Three sources of data collection were employed in this study including
open-ended interviews, artifact analysis, and document analysis. This method of
data collection assisted the researcher in understanding how leaders at Pacific Coast
Community College have undergone organizational change around the concept of
Global Citizenship.
63
The interview protocols were the primary method of instrumentation in this
study. The interview protocols were submitted to the University of Southern
California and Pacific Coast Community College and were approved through the
Institutional Review Board’s. The documents included the reports and minutes
provided by the President and Academic Joint Task Force on Global Citizenship and
the catalogs published at the college.
Data Collection
In qualitative case studies, data collection is an interactive process that seeks
breadth and depth in order to provide a rich description of the case being studied
(Merriam, 1998). The triangulation of data collected in a case study provides the
rich descriptors where evidence in the data converges, and themes emerge in the
researchers findings (Yin, 2006).
The first method of data collection will be through artifact and document
analysis. Merriam (1998) suggests that the use of data from artifact analysis can
“furnish descriptive information, verify emerging hypotheses, advance new
categories and hypotheses, offer historical understanding, track change and
development, and so on” (p. 126). Artifact analysis will be performed throughout
the course of the study, and can assist in the development of questions and inquiry
during interviews. Artifacts that were collected and analyzed included meeting
minutes from the Task Force and an analysis of the website. The main document for
analysis was the spring report from the Task Force on the “Global Citizenship”
64
initiative at Pacific Coast Community College (Global Citizenship Task Force
Report, 2008).
The primary method of data collection was through semi-structured, open-
ended interviewing. Interviewing is necessary in order to obtain descriptive accounts
of past events, behaviors, or feelings, and to discover what we cannot directly
observe (Merriam, 1998; Patton, 2002). Patton (2002) suggests that the purpose of
interviewing is to “allow us to enter into the other person’s perspective” (p. 341).
The interviews were structured around the research questions of the study, as well as
from information obtained through the artifact and document analysis. The
interviews were tape recorded in order to preserve the data, and notes were taken
throughout the interview. The interviews were then transcribed and analyzed using
the research questions and theoretical frameworks of the study.
Data Analysis
Merriam (1998) posits that in qualitative case study research “the final
product is shaped by the data that are collected and the analysis that accompanies the
entire process” (p. 162). The analysis of the data will take place concurrent with the
collection of the data, and will be inductive in order to examine patterns, themes, and
categories that emerge (Patton, 2002). In order to manage and organize the data for
analysis, the researcher used coding in order to identify themes and constructs related
to the conceptual framework of the study (Merriam, 1998). The researcher took
notes, wrote comments, and generated memos simultaneously with the collection of
the data.
65
The data was transcribed following each interview, document, and artifact
analysis and the results were organized into a case record in order for the researcher
to move fluidly between data sets and compare results. The researcher triangulated
the data in order to support the significance of the findings, and conducted a
descriptive narrative analysis of data and a discourse analysis in order to generate
themes in the data. Narrative analysis places an emphasis on interpretation of stories
and context (Patton, 2002). The interpretation of the findings was analyzed using the
conceptual frameworks of the study.
Validity and Reliability
The validity of a qualitative case study lies in the congruence of the findings
with reality (Merriam, 1998). In qualitative research, the researcher is the instrument
that observes and collects constructions of reality and provides interpretations of
those realities (Merriam, 1998). In regards to validity and reliability in qualitative
research Borman, Clarke, Cotner, & Lee (2006) state, “the emphasis is on
trustworthiness, achieved through careful work in constructing the research design
and approach, conducting the research ethically and honestly, analyzing findings
carefully, and providing a presentation of results informed by rich descriptions in
turn leading to appropriate extrapolations from the data” (p. 130).
This study used three strategies offered by Merriam (1998) to enhance the
validity of this study: triangulation, member checks, and identifying researcher bias.
Triangulation involves using multiple sources of data to verify the findings in the
data (Merriam, 1998). A member check is the process of confirming plausible
66
interpretations of data collected from study participants (Merriam, 1998). The
identification of researcher bias is addressed prior to the collection of data.
The reliability of a qualitative case study is determined by the dependability
or consistency of the results with the collected data (Merriam, 1998). The study will
ensure dependable results by providing a thorough explanation of the assumptions
and theories that provide the background of the study, and by triangulating the data
(Merriam, 1998).
Ethics
The researcher is committed to conducting research in an ethical manner that
is aligned with the ethical codes of all institutions that are involved in the study.
Merriam (1998) suggests that ethical dilemmas in qualitative research may be likely
during the process of data collection or in the dissemination of findings. In order to
maintain ethical standards, the researcher provided participants with a descriptive
account of the purpose and nature of the study. Throughout the study the researcher
remained cognizant of the ethical issues or researcher biases that may be present
throughout the process (Merriam, 1998).
67
CHAPTER IV
FINDINGS
This chapter presents the findings from the data collection at Pacific Coast
Community College. The chapter will be structured by presenting findings as they
are relevant to the each of the studies research questions. After all four of the
research questions have been discussed the researcher will analyze the findings using
case study narrative analysis and the framework provided by Bolman and Deal
(2004).
Data Collection
The researcher collected all data from interviews, documents, and artifact.
The researcher conducted interviews until no new information was being presented,
thus reaching a point of saturation or redundancy in the findings (Merriam, 1998).
The researcher collected all of the available documents and artifacts that were
provided by Pacific Coast Community College, and triangulated the data in order to
generate robust findings.
Interviews
The researcher conducted six interviews utilizing a cascading sampling
technique. The first interview was with President Combet of Pacific Coast
Community College. President Combet has served in this role since February of
2006. Dr. Combet formerly served as President at a community college located in
the northern section of California. The President introduced the idea of the global
68
citizenship initiative during his interview with the Board of Trustees at Pacific Coast,
and received strong support to bring the idea to the college.
The President stated that the idea of global citizenship was something that he
had always had in interest in due to his experience of growing up in the different
cultures of China and the United States, and having roots in two very different
places. The President was also influenced by the desire to lessen conflict, as he was
heavily influenced during the time of the Vietnam War era. The President gave the
example that individuals in the United States need to view Vietnam as a country and
not as a war and stated “to become a better people, a better world, we have to look at
things differently”. These personal connections shaped his conception of instilling
global citizenship into the college culture.
The President provided recommendations of individuals for the researcher to
interview. The President strongly recommended the Co-Chairs of the President’s
and Academic Senate’s Joint Task Force on Global Citizenship. Brent Stegall is a
faculty member in the English Department serving as a co-chair of the Task Force.
Professor Stegall had been involved in international study abroad programs at Pacific
Coast since the 1980s when he began taking students on programs in England and
Ireland. Several years after those programs were established, Professor Stegall
became the President of the Academic Senate and the co-chair of the college’s self-
study accreditation that was taking place at the time.
Dr. Valerie Kuzma serves as the Administrative co-chair of the Task Force.
Dr. Kuzma is the Dean of Academic Affairs, in which her role is primarily related to
69
instructional curriculum. As the Dean of Academic Affairs, Dean Kuzma also serves
as the Vice Chair of the Curriculum Committee. Prior to her current role in
Academic Affairs, Dean Kuzma worked in Student Affairs where she interacted
more directly with the student population. In her current role, she works primarily
with the faculty, which is a reason she stated she was appointed to serve as a co-chair
of the Task Force.
Rebecca Coloretti serves as a Professor in the Communications Department
and is the Chair of the College’s Professional Development Committee. Professor
Coloretti has been a faculty member since 2001, and has actively involved in the
Task Force since the inception. Professor Coloretti has led student study abroad
programs to South Africa that had a service-learning component that addressed HIV
and AIDS relief work and worked with orphans. Professor Coloretti has taught
courses that meet the Associate of Arts degree requirement for Global Citizenship
including an Inter-cultural Communications course.
Marisa Kadota is a faculty member in the Psychology Department, and also
serves as a college Ombudsperson and a College Transfer Counselor. In addition to
these roles, Professor Kadota is part of the college’s self-study accreditation team
and is reviewing the Institutional Learning Outcomes and Student Learning
Outcomes that has been established by the college. Professor Kadota cited being
influenced by her travels to India, Japan, and Europe, and noted that her personal
experiences drew her to become involved in the Task Force.
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Dr. Brent Landon is an Associate Professor in the Earth Sciences Department
and specializes in archeology and anthropology. Professor Landon has been an
active member of the Task Force, and established the Latin American Study Abroad
Program under the Global Citizenship Initiative. Professor Landon’s program has
been established as a model for all study abroad programs at the college. Professor
Landon stated that he shares similar vision with the President in regards to
developing global awareness and global competencies, and immediately connected
with the concept of implementing a Global Citizenship initiative.
Document and Artifact Analysis
The documents and artifacts analyzed for this study included the website and
the course catalog which included the mission statement, institutional learning
outcomes, and student learning outcomes. The research analyzed all of the existing
meeting minutes, and a report submitted April of 2008 from the President and
Academic Senate Joint Task Force. The final document that was analyzed was the
text of a speech that was given by President Combet at a Globalization conference at
the University of Southern California.
Findings by Research Question
The following table represents the discourse findings from the interviews,
documents, and artifacts as they relate to each research question. The findings were
coded and are presented as characteristics that relate to the literature reviewed for
this study. The following section will review each research question and discuss the
salient themes that are represented in Table 2 below.
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Table 2. Findings by Research Question

Research Questions Key Words/Findings
Relevance to
literature
QUESTION 1: How did leaders
at Pacific Coast Community
College implement change in
response to globalization?
College mission, systemic change,
curriculum development, faculty
development, faculty involvement,
relationships building, support,
strategies, culture
College Missions
Organizational
Change
Transformational
Leadership
Globalization
Theory
QUESTION 2: How did college
leadership develop the concept of
global citizenship as a university
initiative towards student
development?
Moral ground, vision, timeliness, global
competencies, faculty development,
inter-disciplinary, dialogue,
communication, faculty driven,
empowerment
Transformational
Leadership
Organizational
Change
QUESTION 3: What challenges
have leaders at Pacific Coast
Community College faced when
implementing change in response
to globalization?
Financial constraints, building capacity,
lack of pedagogical model, creating
infrastructure, achieving critical mass
Globalization
Theory
QUESTION 4: How does the
leadership at Pacific Coast
Community College measure
progress in initiatives that are in
response to globalization?
Suggestions that were provided for
future measurements included:
benchmarks, curriculum, competencies,
institutional learning outcomes, student
learning outcomes, mission
College Missions
Organizational
Change

Research Question 1
The first research question addressed how leaders at Pacific Coast
Community College implemented organizational change in response to globalization.
There were several salient themes that emerged including an increased focus in the
college mission on integrating global perspectives, a strong emphasis on faculty
development, and structural changes to the curriculum and extra-curricular offerings.
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This section will review the findings by the themes that emerged, and will discuss
them as they relate to the literature reviewed in this study.
College Mission
The mission of Pacific Coast Community College is an indicator of the
commitment to the establishment of the Global Citizenship initiative. According to
President Combet, the mission was passed, endorsed, and adopted by the Board of
Trustees and the faculty senate. The mission states:
Pacific Coast Community College strives to create a learning environment
that both challenges students and supports them in achieving their
educational goals. Students learn to contribute to the global community as
they develop an understanding of their personal relationship to the world’s
social, cultural, political, economic, technological, and natural environments.
PCCC serves the world’s diverse communities by offering educational
opportunities that embrace the exchange of ideas in an open, caring
community of learners, and that recognize the critical importance of each
individual’s contribution to the achievement of the College’s vision.

The mission statement can be found on the college’s website, as well as in the course
catalog. According to the 2008-2009 catalog, the college seeks to support the
development of global citizenship by providing the community with a variety of
courses, lectures, special events, and other educational opportunities to explore
international and global issues, environmental challenges, and intercultural
relationships.
The mission reflects the characteristics and influences of globalization as
noted by the review of literature, such as the social, cultural, technological, and
political forces that were noted by the National Intelligence Council report (2004)
and Levin (2001). The mission of the college demonstrates the changes taking place
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in the community college sector, such as a move away from a commitment to the
local community and a demonstration of a commitment to a larger global
community. Levin (2001) discussed these changes as evidence of ‘globalized
institutions’.
Professor Stegall discussed the mission of the college prior to President
Combet bringing the global citizenship initiative to the college. He noted that while
he was the Senate President he raised a discussion on the global aspect of the mission
statement, which was ‘Changing Lives Through Excellence in Education in the
Global Community’. Professor Stegall posed the question of what the college was
doing to support the mission beyond recruiting international students. Professor
Stegall stated,
I really was hoping we’d promote a discussion and go further into this. But it
backfired on me, because people said we’re not doing much of anything so
let’s take global community out. So until Dr. Tsang’s arrival it was out. So it
just became changing lives through excellence in education. The global
community vanished. So when Dr. Tsang came, he really reinvigorated this
idea that we needed a global perspective.

The focus on the mission of the college is also evidence that supports
Armstrong’s (2007) theory of globalization in higher education. Armstrong (2007)
suggested that leaders review mission statements as a strategy to respond to
globalization. The institutional mission of Pacific Coast closely mirrors the
suggestions by Armstrong (2007) that colleges need to develop characteristics and
skills for students to participate in a globalized world. Pacific Coast’s mission
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focuses on developing student’s global perspective and their own awareness of the
world.
The mission also points towards citizenship and contributing to a global
community, expanding on the traditional place-dominated identity of community
colleges as referenced by Armstrong (2007). The programs that have been
established to support this aspect of the mission have focused on increasing the
international experiences of students. According to the summary and update on the
Latin American program established to support the Global Citizenship initiative:
Key to the development of global citizenship is participation in an
international education program that physically and intellectually embeds the
student within the complex social fabric of another culture. Toward this end,
curriculum is structured within a holistic framework to provide integrated and
complementary course instruction. Students intensively examine the
respective Latin American culture with an appreciation toward the manner in
which the natural, cultural, and economic landscapes articulate. As such, our
aim is to produce a generation of individuals who are cognizant of, and
sensitive to, the concerns and dynamic processes that have shaped these
vibrant peoples.

The college has sought out partnerships with Galen University and Unifae Centro
Univeritario Franciscano in Brazil in order to provide faculty exchanges and course
offerings for students abroad.
The next section will discuss the efforts around faculty development that seek
to cultivate the understanding and promotion of global citizenship amongst the
faculty in the organization in order to support the mission of the college.
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Faculty Development
The emphasis on faculty development at the college is viewed as the starting
point as to how the college will work to create broader opportunities for students to
develop as global citizens. President Combet stated,
I’m seeing a need to introduce something that is more academic into the
college community when I see many of the major concerns of colleges and
faculty members is engagement. So often non-academic issues matter in the
California Community Colleges. There are a lot of issues of governance,
issues on administration, and labor issues, but not on academic issues. I think
it’s important to get something exciting on campus to really direct our
attention on to something that’s academic that we can all discuss, and that
contributes to the learning of our students.

Professor Stegall also discussed the academic vision of the President in relation to
the faculty and stated,
When Dr. Combet came, I think the whole initiative was a result of a
responsive leader, a leader that was quite different. So I think since he
embraced this idea, and here he was offering us an educational vision. The
other crucial part that I would emphasize is that I think that the way he
advanced this was something of a model for leaders of colleges. He gave a
vision, but he didn’t specify all of the details of the vision, so what that meant
was the faculty were empowered to bring that vision to life.

The empowerment and support of the faculty by the President to shape the
initiative and have creative ownership was evident in all of the interviews.
One example of the support provided for faculty development would be the
funding of development opportunities. The Board of Trustees approved a 3-year
budget totaling $600,000. The budget provides $200,000 over the 3-year strategic
plan. The funds are divided so that the President uses $100,000, and $100,000 is
used by the Task Force to fund grant proposals by the faculty for professional
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development or the development of programs such as study abroad. A committee
was established to review requests for proposals to ensure that the initiatives meet
the criteria and support the initiative for global citizenship, and also to ensure that the
programs have the potential to build capacity and become self-sustaining.
The findings in the interviews referenced the faculty development initiatives
which included conferences, international exchange opportunities in China and
Turkey, and faculty development days where faculty are offered in service training
on how to integrate concepts of global citizenship into their curriculum. According
to Dean Kuzma:
This coming summer we’re going to send another 10 to the Salzburg Global
Seminar, and Dr. Combet has received an invitation from the Pacifica
Institute to have 6 faculty at the institute’s expense, of this learning tour of
Turkey. We’ve sent people to conferences in New York, the Institute for
International Education which is right across from the UN in New York.
We’ve sent people on a variety of conferences that they’ve requested as well.
A small group of faculty went to Shandong University in China on a research
trip. This year a group of theatre arts students and faculty went and
performed at Shandong, and we think this summer some of their students
may come here for theatre arts classes. Dr. Combet will take people with him
to dinner with the Pacifica Institute; he is constantly looking for opportunities
like that to get people to pique their interest and take advantage of the
resources of the faculty and for the faculty to benefit from what they have to
offer.

The findings from the document analysis are consistent with the findings from the
interviews. A memo from the Global Citizenship Task Force to the Academic
Senate dated September 23, 2008 details efforts aimed at professional development
for faculty. The memo states,
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We think that engaging in faculty exchange-our faculty going abroad as well
as bringing international scholars here-would benefit the Global Citizenship
initiative in many ways. We are exploring short term Fulbright options as
well as semester long options.

We have supported participation in several key conferences including
supporting 13 faculty, students, and staff to attend the UC/CSU/CCC
Sustainability Conference. In addition, faculty attended the Green Chemistry
and Engineering Conference. Faculty attended a conference on the
international methodology, the Reggio method. In each case when a faculty
member is supported for a conference, he/she must do a presentation to
his/her department on what was learned.

The predominant opportunity for faculty development that was consistent
throughout all interviews was the opportunity to participate in the Salzburg Global
Institute. The application provided for faculty to apply for the program states,
For the past two years, Dr. Combet has selected a group of faculty, staff, and
trustees to attend the Salzburg Global Seminar. As you are aware, Pacific
Coast Community College has adopted Global Citizenship as one of its
Institutional Learning Outcomes and has approved of a global citizenship
requirement for students to earn an A.A. degree…The Salzburg program
encourages a deeper understanding of global citizenship and its role in
education.

The Salzburg Institute was originally developed after World War II as an
effort to promote greater understanding of people and the environment around the
world. Pacific Coast College has a commitment to send a cohort of faculty every
year to the Institute where they have worked on further developing the concept of
global citizenship and have been introduced to different cultures and pedagogy.
Pacific Coast College has formed a relationship with one of the Institute Leaders,
Jochen Fried, who was also brought to the college to work with the faculty in a day
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workshop on the campus. In regards to Dr. Fried’s visit and the development of the
definition, Dean Kuzma stated,
We had a visit from Dr. Fried, who is part of the Salzburg Global Seminar,
and he addressed the Board of Trustees, the Academic Senate, and had an
afternoon discussion with faculty. Professor Stegall and I went to all of those
and took copious notes, and it seemed that his ideas really helped us to gel
and solidify what it was that we meant.

The Salzburg Global Institute has helped to serve as a catalyst for faculty
development, and to generate engagement and excitement around the concept of
global citizenship. At the time the interviews were conducted, there were 24 faculty
members that had attended the Institute and an additional 10 that were slated to
attend the upcoming session. There were several examples and stories provided
from the Salzburg experience from those who had been participants. Professor
Stegall pointed to the development of the definition and the influence of the Salzburg
Global Institute experience. Professor Stegall noted that the Task Force utilized
different aspects of definitions that were reviewed in the development of global
citizenship from different sources of influence. Professor Stegall stated,
We borrowed bits and pieces of other people’s definition, we had Jochan
Fried from Salzburg talk about the promise and peril, so we borrowed his
language. Most of us that bought into this thought, ‘oh, promise’ but then
there were other people that we saying ‘when I hear the word globalization I
run the other way.’ Talking about peril.

Professor Stegall also discussed the ideas that had emerged from the Salzburg
Institute that were being brought back to the college and further developed. One
example is incorporating a theme into the curriculum. Professor Stegall stated, “It
was Dean Kuzma’s idea originally, she didn’t advance it as her idea but she
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suggested it as she was preparing a presentation in Salzburg.” Dean Kuzma
discussed the example of implementing a theme that would be used across the
curriculum to demonstrate that interconnectedness of all disciplines. An example of
this would be having ‘water’ as a theme, where faculty in the English department
could incorporate this theme into writing assignments just as faculty in Sciences
could study water from a global perspective. President Combet, Professor Kadota,
and Professor Stegall also referenced the idea of a theme in their interviews as an
example of how the college is incorporating the faculty development opportunities
into the global citizenship initiative, as this idea stemmed from a work group at the
Salzburg Institute.
One aspect of faculty development includes bringing information back from
conferences and experiences such as the Salzburg Institute and presenting to the
faculty in the college. Professor Kadota discussed how this has influenced faculty
members, and cited an example of a faculty member that had previously been
disengaged from the discussions and initiatives around global citizenship. Professor
Kadota stated,
There’s a faculty who I talked to last week in a department who couldn’t care
less. He just wants to teach his scientific orientation in his course and who
could care less about global citizenship. And I think what happened was that
one of his faculty actually came and spoke in the department about having
gone to Salzburg and what an experience it was. And, I mean this guy’s been
around quite a while, and his eyebrows were raised and he said, ‘I think I’m
going to apply for this Salzburg thing’. I was like; this guy never travels
except to his houses in different parts of the west coast. I was shocked. So
obviously, it has made some inroads.

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The findings in the interviews referenced the financial support the President
provided for faculty development opportunities, as well creating opportunities such
as the international exchange in Turkey that was a result of a partnership that the
President formed with the Pacifica Foundation. Professor Landon discussed the
support he received for the Latin America program, and stated,
I was conceptualizing such a program when Dr. Combet put out this request
for programs. So I had an advantage in a sense that I had worked for many
years, I’ve already been running a program and taking students down. So
that even the first year this (global citizenship initiative) is supposed to be
more of a developmental period, I was able to submit something that was
quite extensive, quite concrete, and was thrilled to receive from Dr. Combet
the support that I did. He basically said that we will support in its entirety the
grant and what you need for the first year of the Latin American program and
we’ll use that as a model from which to develop all other international
programs.”

President Combet’s strategy to provide the vision to the faculty and allow
them to develop the concept as their own demonstrates the characteristics of
transformational leadership. The common characteristics found in the review of
literature on transformational leadership included creating a shared vision,
developing and supporting organizational culture, and building relationships
(Pielstick, 1998). Specifically, the efforts of the President to empower, support, and
fund faculty development related to the global citizenship initiative provides
evidence of a transformational leader. The actions of Dr. Combet emphasize the
importance of the faculty, and provide opportunities for the faculty to engage in the
academic vision.
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The leadership of the President is also evidence of how the process of
organizational change is related to the culture of the institution, and how faculty
development can be used a strategy for change which was noted by Kezar and Eckel
(2002). Dr. Combet had described the culture of the organization as one being
focused on issues that were non-academic in focus, and in regards to the global
citizenship initiative he stated that,
This is a very timely topic, and a lot of people are really excited at this, so for
my own interest and for really helping to steer the climate at the college from
one of looking at non-academic and non-instructional matter, back to
instructional themes, this is a good direction for us to go.

The themes that are present in the concept of the global citizenship initiative
are also relevant to the culture of the college that is strongly influenced by the large
number of international students, as well as the context of the college which is set in
a city that maintains a focus on environmental sustainability. According to Professor
Kadota,
We’re so diverse. We hired somebody from Long Beach County who came
onto our campus and said ‘I’ve never experienced such diversity’. That’s
who we are, we are the world. That’s probably more than any other
organization. It’s so fun; we have so many international students from all
over. It’s amazing. We are a go-to college.

The ability of the President to holistically view the organization, including
the external influences of the surrounding community, assisted in the ability to
effectively create a cultural change amongst the faculty of the college. Through the
faculty development efforts, the President was able to work towards building
capacity, or as Professor Stegall noted ‘reach the tipping point’, in cultural change at
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the college around the idea of global citizenship. The next section will discuss the
changes that were made to the curriculum that is endorsed by the faculty.
Curriculum
The third theme that emerged out of the first research question was the
structural changes that were made to the curriculum. The changes that will be
discussed her include the requirements for global citizenship in the Associates of
Arts degree, a focus on study abroad experiences, interdisciplinary course offerings,
and integrating concepts of global citizenship into existing courses. President
Combet framed the idea of embedding global citizenship as an academic initiative,
this was also noted by Professor Stegall who viewed the initiative as an ‘academic
vision’. The minutes from the President and Academic Senate Joint Task Force
meetings cited the curriculum as one methodological approach to incorporate global
citizenship into the culture of the college.
One result of the Task Force was the development of a Global Citizenship
requirement for all students at the college who are obtaining an Associates of Arts
degree. According to the 2008-2009 Pacific Coast catalog, students can meet the
Global Citizenship requirement by completing a 3-unti course from American
Cultures, Ecological Literacy, and Global Studies. The catalog states, “These
courses aim to provide an awareness of the diversity of cultures within the United
States and /or an appreciation for the interconnectedness of cultural, ecological,
economic, political, social, and technological systems of the contemporary world.
This prepares students to make a responsible contribution to a rapidly changing
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global society.” Completing 3 units of service learning or a study abroad experience
can also fulfill the Global Citizenship requirement.
The catalog of courses also outlines the institutional learning outcomes for
the college. According to the catalog an outcome of the Global Citizenship
requirement is to “Respect the inter-relatedness of the global human environment,
engage with diverse peoples, acknowledge the significance of their daily actions
relative to broader issues and events, and assume responsibility for their own impact
on the earth by living a sustainable and ethical life style.” Throughout the
interviews, evidence of integrating changes to the curriculum emerged as a way that
leaders are creating change around the concept of global citizenship.
Study Abroad programs were referenced in all of the interviews as being an
essential component of the curriculum offerings. The Latin America Program has
been developed as the model for all study abroad programs at the college. The Latin
America study abroad program utilizes interdisciplinary pedagogy and incorporates
service learning into the curriculum. Professor Landon is working on strengthening
partnerships with the universities and colleges in Guatemala and Belize in order to
provide more opportunities for international exchange and research and in order to
further develop the infrastructure of the program.
Professor Landon provided an example of a global citizenship course offered
in the Latin America program that fulfilled the requirement that was interdisciplinary
and taught archaeology and geography together. Professor Landon discussed that the
benefits of teaching multiple subjects together provide an opportunity to demonstrate
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how the subjects are interconnected or systemically related. Professor Landon
stated,
That’s one of the fascinating things about being a student of life is that there
are what appear to be disparate threads, and the more you learn the more you
start to connect these threads as quickly as possible and in an explanatory
framework. I want the students to understand that human behavior is a
product of environmental climatic situations. For example, we can use as a
case study of the modern Belizeans and Guatemalans and the pre-contact of
the Mayan. We can look at land use, past and present. And then this can
segue into a lot of important issues that we at PCCC embrace such as
environmental sustainability and also a global understanding of economic
practices. That is really an important goal of this project.

The faculty is encouraged to pursue teaching interdisciplinary courses in order to
broaden student’s understanding of the interconnectedness of subjects.
According to Dean Kuzma, an additional method of changing the curriculum
is through encouraging faculty to integrate the ideas associated with global
citizenship into their classes at the college, regardless of whether they are a degree
requirement for global citizenship. Dean Kuzma described a workshop that was
being planned for a faculty development day and stated,
I know we’re going to do one (workshop) on integrating global citizenship
across the curriculum. I’m going to have faculty talk about how they do it in
their own classes. They’re going to make their lesson plans available to
everyone that attends, and they can say ‘hey, she’s doing that early childhood
class, maybe I could do something similar in English.’…last year we did an
update on what we’re up to with global citizenship, and then one more how to
apply your course to meet the AA degree requirement.

The diversity of the student population and the characteristics of the
environmentally conscious community that the college is located in were two
strategies that were offered that can assist faculty in developing curriculum that
85
incorporates the initiative. An example of integrating aspects of global citizenship
into course curriculum was provided Professor Kadota. Professor Kadota provided
an example of a Counseling class that is offered that teaches students how to
successfully navigate through the college, and focuses on life skill development.
Professor Kadota stated,
I had to do this for our accreditation report; I had to say how you measure
that students have a broader understanding of diversity. And we don’t have a
measure and we have to put it out there, we really don’t have a measure of
that. We can say that, for example, we have a Counseling 20 program. We
have 30 sections of a class that orients students to the college. And they use
the same textbook, and it’s a really good class they learn note taking skills,
time management, all about being a good student. Two of the activities are
this: they have to write a timeline, or a lifeline, of what’s happened in their
lives. Another activity has to do with environmental and global awareness.
So what we know is, 30 sections of 30 students have all been exposed to this
activity. And that the lifeline actually, because it’s such a diverse classroom,
the students learn about different cultural activities. They learn about a
quinceanera, a bah mitzvah, there is this awareness of this. If you go to Club
Row, all the clubs from all over the world are here. It shows how diverse the
campus is, I really do think faculty have the key to raising it in classes. And
somehow bringing it in, and allowing students to share their lives.

The extra-curricular offerings also reflect the influence of globalization in the
community college. The researcher observed several fliers on the college campus
that were publicizing a Global Connections Speakers series. President Combet
discussed the series and noted that the activity is funded by the Global Citizenship
mini-grant fund and brings speakers that are addressing global issues. President
Combet discussed one of the lectures by Dr. Steven Kwon who conducts work in
Afghanistan and is addressing malnutrition by introducing the soybean into the
community. Dr. Kwon provides free seeds and training in soybean cultivation, and
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has worked to lower the incidents of infant mortality by empowering the community
to grow and harvest the soybeans. Professor Kadota, Professor Stegall, and
Professor Coloretti all referenced the extra-curricular offerings as evidence of the
college responding and educating on a globalized world that is interconnected.
The structural changes to the curriculum reflect the themes found in the
literature on globalization and the impact on the community college sector in regards
to the rapidly changing demographics on campuses. The efforts by the leadership of
Pacific Coast to develop a curriculum that incorporates the diverse demographics of
the student population at the college, and that demonstrates that interconnectedness
of subjects and disciplines, demonstrate the changes that globalization has made in
the college sector. Pacific Coast recognizes the unique characteristics of the
changing diverse student demographics, and has made efforts to utilize the
demographic diversity within the classroom.
The efforts by the college leadership to continue to expand on international
exchange programs and focus on integrating international students more intentionally
into the college culture reflects the trends that Armstrong (2007) as well as Tierney
and Findlay (2008) suggested in their discourse on globalization and higher
education such as the increase of international student mobility and the mobility of
providers and programs. The faculty research group that is looking at best practices
for engaging international students in the college and promoting intercultural
exchanges with the local student population and the Latin America program are
evidence of the trends.
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Research Question 2
The second research question addressed how college leadership developed
the concept of global citizenship as an initiative towards student development.
Themes that were drawn from the findings included the vision of the President to
introduce the initiative as it relates to a globalized world, the timeliness of the
initiative and relation to the context of the community around the college, and the
development of global competencies of students.
Vision of the President
President Combet introduced the idea of the global citizenship initiative
during his interview with Pacific Coast Community College. The Board of Trustees
supported the idea, and President Combet met with the President of the Academic
Senate to discuss the idea. The findings from the interviews with the faculty
members and administrators on the Task Force point to the President presenting the
idea as a vision, and empowering the faculty to develop the concept as their own.
Professor Stegall stated, “The crucial part that I would emphasize is that the way he
advanced this was something of a model for leaders of colleges. He gave a vision,
but he didn’t specify all of the details of the vision. So what that means was the
faculty were empowered to bring that vision to life.” Dean Kuzma echoed Professor
Stegall and stated,
When it was initially presented it was this idea that was very vague and
ambiguous because Dr. Combet and the Academic Senate President wanted it
to be faculty driven. At the first initial meeting, there were about 45 faculty
that showed up. There was a really good feeling of energy and excitement
about it, so it got off to a good start that way.
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Professor Landon spoke about his experience with the global citizenship
initiative and the Latin American program and about faculty empowerment from an
academic freedom perspective. Professor Landon stated,
I truly think that the success of the Latin American program in large part has
been because there has been such creative freedom permitted on my part, and
such overwhelming support by the upper echelon of the university. President
Combet has been so overwhelmingly supportive of my work and the ideas,
that plus some degree of independence has put together spectacular results in
a short period of time.

Professor Landon discussed having a shared vision with the President in
regards to the development of global perspectives.
According to the meeting minutes, the vision to embed global citizenship
began with a need to develop a definition. The Task Force was created and
developed the definition over the course of two semesters, fall of 2007 and spring of
2008. The definition was developed through dialogue amongst the faculty and
administrators serving on the Task Force. Professor Stegall described the process as
having both inductive and deductive approaches in the development. One cadre of
faculty looked at what the college was already doing with activities and course
offerings that would point to global citizenship. Another cadre reviewed literature
and research on the term global citizenship and also looked at global competencies in
order to develop a definition that would then lead to activities that would promote
global citizenship. The Task Force then presented the culminating definition at the
Salzburg Institute, where the definition was further crafted and competencies were
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developed. The catalog provides the published definition of a global citizen, which
states:
Global Citizenship: Pacific Coast Community College is a diverse and
dynamic community of individuals from around the world and is committed
to promoting global citizenship among its students, students, faculty, staff,
and community.

To be a global citizen requires:

• Knowing about peoples, customs, and cultures in regions of the world
beyond one’s own;
• Understanding the interdependence that holds both promise and peril
for the future of the global community; and
• Combining one’s learning with a dedication to foster a livable,
sustainable world.

The definition serves as a symbol of the shared vision of the faculty and
administration at the college and the student outcomes they are seeking.
The strategy of creating a shared vision is a salient characteristic discussed in
the literature on transformational leadership. Smith et al. (2004) discussed the idea
of a shared vision and highlighted the importance of leaders providing a vision of the
future and clarifying goals, and then sharing the leadership and power. The
characteristics of transformational leadership that were discussed in the literature
review that were evident in the findings include an emphasis on the importance of
followers, emphasizing the collective good and moral leadership, the sharing of
leadership and power, and transcending self-interest (Burns, 1978; Pielstick, 1998).
The President effectively engaged faculty in the development of the vision, and as
noted in the interviews was able to inspire and empower others to move the initiative
forward.
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There are several examples that demonstrate the sharing of leadership and
power by the President. The President intentionally presented the vision in vague
terms in order to allow for the creativity and buy in of the faculty. The division of
the funding for the initiative is also symbolic of the President’s commitment to share
the power and resources. Kezar and Eckel (2002) discussed the sharing of power
within an organization in their study on organizational culture, and suggested that
collaborative leadership can be used as a strategy to implement change within
organizations.
Timeliness
The findings from the interviews discussed the timeliness of the President’s
vision in bringing the global citizenship initiative to Pacific Coast Community
College. President Combet stated:
Global Citizenship is really a timely effort to try to get to a deeper
understanding of issues around the world and the interconnectedness of the
issues. We’re living in a very complex world now, and we need to
understand the different people that we’re interacting with, understand the
values, the culture, and also understand global phenomenon. The global
phenomenon that we’re seeing is all interconnected in some way and we need
to have a deeper understanding of them so that we can become better people
and better informed in making decisions.

President Combet stated that the timeliness of the initiative helped him to steer the
climate of the college from one that focused on non-academic and non-instructional
matter such as governance, back to instructional themes.
Professor Coloretti echoed the President’s statement, and elaborated on the
context of Pacific Coast Community College. Professor Coloretti discussed the
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diversity of the student population of the college and the number of countries and
languages that are represented on the campus. Professor Coloretti quoted an
international student in her Intercultural Communications class who stated “I came to
Pacific Coast because I wanted to see what it was to be American. I realized that
what I was seeing was the way the rest of the world is”. Professor Coloretti stated
that the timeliness of the initiative was assisting in institutionalizing a global mindset
so that it becomes a part of the culture of the college.
Professor Landon discussed the development of the Latin America study
abroad program, which he stated he had been envisioning prior to the appointment of
President Combet. Professor Landon stated,
This vision of the Latin American program, it was actually quite perfect and
something that I had envisioned for an extended period. I had already spoken
with a variety of professors and departments about joint educational
programs abroad…I thought we needed to have more international activities
for students. I was conceptualizing such a program when Dr. Tsang put out
this request for proposals.

Professor Landon discussed feeling ecstatic when the President put out a
request for proposals that would align with the global citizenship initiative and was
thrilled to receive the support from the President who funded the program in its
entirety.
Professor Stegall likened the timeliness of the global citizenship initiative to
the development of multicultural competencies in higher education during the
1980’s. Professor Stegall described the changes to the curriculum that took place
during the 1980’s, and stated that the changes happening around the global
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citizenship initiative reflected the changes happening currently in the world. The
changes that PCCC were making are expanding on the traditional American
perspective in the curriculum and are more reflective of being cognizant of cultures
and responding to the changes in the world.
Dean Kuzma discussed the timeliness of the initiative in relation to
globalization and stated:
Globalization, thinking about the world becoming a smaller place and
economics, is definitely something that we think about in terms of global
citizenship and raising student awareness of that phenomenon. Ultimately,
we want students to understand the US is not the center of the universe and
that it is important to know about other peoples and cultures and customs,
and that our pollution here affects pollution for people elsewhere. To
understand that the Beijing pollution comes across the ocean and impacts us,
and that really it’s the interrelated nature of it all that is the thrust of global
citizenship for us.

Dean Kuzma elaborated on the outcomes and skills related to global citizenship
which included being conscious about the environment, having an in depth cultural
understanding of a culture other than one’s own, and ideally developing foreign
language skills.
The document analysis also reflected the timeliness of the initiative as it
relates to a globalized world. The Global Initiative Fund Call for Proposals
application describes five categories that the proposal can relate to including:
1. Ecological literacy - promoting understanding of the “footprint” we are
leaving on our global environment.
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2. Cross-cultural awareness - awareness of the diversity of cultures, ideas,
practices found in the global society as well as awareness of ones own
perspective or vantage point.
3. Interconnectedness of global systems - knowledge and skills to promote
understanding of the ways in which cultural, economic, ecological,
political, and social systems interact and contribute to global trends and
issues.
4. Study abroad - ways in which we can develop capacity such that PCCC
can serve a Greater number of students in our study abroad programs in
new locations and for longer sessions.
5. International students - ways in which we can better integrate, support,
and build community with our international student population.
The five categories described in the call for proposals reflect the indicators of
globalization in higher education as discussed by Armstrong (2007) and Tierney and
Findlay (2008).
The timeliness of the vision is significant as it represents the President
responding to the changes taking place due to globalization and demonstrating
leadership under ambiguous circumstances. The leadership of Pacific Coast
discussed the challenge of not having other pedagogical models of global citizenship
in higher education as they develop the initiative. Armstrong (2007) discussed the
challenges that leaders face in responding to globalization and suggested that new
radical strategies, such as models like the global citizenship initiative, may be hard
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pressed to find given the constraints that are placed on US institutions from state
governments and influential constituents, both of which Armstrong (2007) suggests
are resistant to change.
The changes to the culture of the organization can be connected to the shared
vision that is being created and the agreements on the shared values that were
generated through the faculty discourse. These characteristics are evident in the
literature on organizational culture as discussed by Birnbaum (1988) and Kezar and
Eckel (2002). Kezar and Eckel (2002) described two strategies that relate to the
changes at Pacific Coast. The first strategy that relates is collaborative leadership,
where there is a sharing of power and involvement from the conception to the
implementation of a change initiative. The second strategy is staff development,
where there are opportunities offered to further the skills and knowledge of
individuals as they relate to the change effort.
Global Competencies
A dominant theme in the findings was the development of global
competencies that relate to the concept of global citizenship in higher education.
The competencies that were evident in the findings include global awareness, an
appreciation of cultures other than one’s own, a commitment to sustainability and
global environmental awareness, an understanding of the interconnectedness of the
world, and an understanding and awareness of global economic practices.
Additional competencies that were mentioned included foreign language skills and
international experiences.
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In the review of the documents provided by Pacific Coast College, the
minutes from the Task Force work group provided insight into the discussion
surrounding the development of the competencies for students. At the time of the
analysis, the college had not established criteria to measure student learning
outcomes related to global citizenship. The minutes provided a draft of a theoretical
framework that is provided in Table 3 and outlines the methodology, competencies,
and content and issues that were discussed in the development of a definition of
global citizenship.

Table 3. Theoretical Framework

METHODOLOGY COMPETENCIES CONTENT/ISSUES
How do we do this? What do we want
students to know?
What are the critical
drivers of global change?
Curriculum and Pedagogy
(e.g., service learning)
Extracurricular
Student Services

VALUES
Knowledge
Skills
Attitudes
Foreign Language
Skills

VALUES
Environment
Social
Economic
Others?

VALUES

The documents discussed having all activities that are engaged in at the
college fall within the theoretical framework of global citizenship. The documents
referenced that student learning outcomes will be developed in order to further
articulate what the college wants students to learn and practice in regards to global
citizenship.
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The findings in the interviews elaborated on the knowledge, skills, and
attitudes that were discussed in meeting minutes and Task Force reports. Professor
Landon discussed the competencies from the perspective of a study abroad
experience that incorporates service learning into the curriculum. Professor Landon
stated,
Our goal is not just to teach geography and archaeology, but how they’re
integrated and how it particularly applies to this location. If we embed
instruction within the culture properly they also then will get not only an
appreciation of the unique history, why they are doing what they are, but also
get to know the people and work with them. Not only do they have an
appreciation and understanding of what this culture and what this country is
about in relation to that particular field, but they also get to know modern
cultural practices. They get to understand they way people live their daily
lives so that there is more of a global appreciation and understanding. I
choose Latin America because it seemed the international dialogue between
the Hispanic and non-Hispanic cultures in the US should be an important
issue. It’s something we are going to have to deal with.

Professor Landon discussed the need to develop competencies in students in order
promote understanding and the ability to address the issues facing the nation and the
world. Professor Landon described the initiative as an attempt to create critical mass
in terms of developing a global perspective in students.
Dean Kuzma discussed the competencies as they related to three areas of
interconnectedness in the world including culture, environment, and the global
economy. Dean Kuzma stated,
Ultimately, we want students to leave PCCC with a special set of skills and
knowledge related to global citizenship, to be conscious about the
environment, to have cultural understanding in depth in some other culture
than their own. We’d really like them to have foreign language skills.

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In President Combet’s description of a global citizen, he discussed the
interconnectedness of the different competency areas and how students view the
world. President Combet stated,
How we see things all together…we talk about global issues, economy, and
the environment. We talk about social justice as another dimension, those are
the three big ones that we talk about and encompass a lot into. We need to
see the interconnectedness of this triangle: the social justice, economic
development, global economy, and global environment. It has to be
balanced. We cannot just address one without addressing the other;
otherwise it’s not a solution.

President Combet stressed the importance of what the faculty are teaching in
the classroom in regards to their understanding of citizenship and what is meant by
the competencies and expected outcomes of the initiative.
The leaders of Pacific Coast have focused the global competency areas on the
interconnectedness of culture, environment, and economy, which mirror the
characteristics discussed by Cogan (2000) and Gacel-Avila (2005). Cogan (2000)
discussed the ability for individuals to view themselves as members of overlapping,
or interconnected, communities including local, regional, national, and multi-
national. Gacel-Avila (2005) asserted that developing global competencies in
students means creating a global consciousness in students (Gacel-Avila, 2005). The
interviews discussed the development of a global perspective and creating global
awareness. The findings from Pacific Coast support the findings in the literature that
global citizenship and global competencies are primarily a mindset of an individual,
and how one views themselves in relation to the world. The findings also
demonstrate the connection of the global citizenship initiative to issues of
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globalization, as demonstrated by the focus in the theoretical framework at Pacific
Coast that highlights drivers of global change including the environment, the
economy, and social factors, which are described in cultural terms.
Research Question 3
The third research question addresses the challenges that leaders at Pacific
Coast Community College have faced when implementing change in response to
globalization. The most prominant theme is the limitation placed by the current
economic crisis in the United States and the financial constraints the college faces.
An additional challenge includes building capacity with the initiative and creating
infrastructures that can be sustainable.
Financial Constraints
All of the interviews cited financial constraints as the greatest challenge
facing leaders in an attempt to embed global citizenship into the culture of the
college. The current economic crisis in the United States has limited the ability of
students to participate in programs such as study abroad. This has created a
challenge for college leaders to seek out additional funding sources for students.
One source of funding was secured through the student government association of
the college, which pledged $66,000 to be used for scholarships for students to
participate in study abroad programs.
The student demographic in community colleges are particularly challenged
economically, as most students come from low-income backgrounds. Professor
Kadota noted that one student sold his car in order to participate in a study abroad
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program. Professor Coloretti also discussed the financial challenges that community
college students face when trying to participate in study abroad programs and stated,
“These students are not wealthy”. The minutes of the Task Force reflect a
commitment to securing financial support for students, and discuss efforts to partner
with the Financial Aid office and the Gilman scholarship.
The financial limitations have also caused some faculty members in the
college to question the rationale of spending money on what may be considered a
special project. Professor Coloretti noted that some faculty questioned the use of
spending money on this initiative during a time that some would argue should be
spent on hiring more full time faculty. One member of the faculty submitted a
proposal to the global citizenship fund that was requesting a writing center. The
proposal had no mention or connection to global citizenship, which was a way of
demonstrating disapproval of the use of college funds for the initiative.
Armstrong (2007) discusses the challenges of funding the programs and
initiatives that develop as a response to globalization. The literature review
discussed strategies to generate funding by colleges, such as forming partnerships,
increasing international student enrollment, and creating offshore programs (Levin,
1999; Armstrong, 2007). The efforts at Pacific Coast reflect these strategies,
specifically the initiative to increase the international student enrollment and seeking
out partnerships. The report from the Task Force also discusses the pursuit of
collaborating with other institutions to create an online database of financial support
for students.
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Building Capacity
The initiative is currently entering the final phase of the three-year strategic
plan to embed global citizenship into the culture of the college. A challenge that
leaders face includes expansion of the initiative, or ‘building capacity’, without a
pedagogical model to follow. The effort to build capacity centered on changing the
culture of the college to reflect the commitment to global citizenship. The report
provided by the Task Force discussed capacity building in these terms, “Instead of
boutique programs and superficial and random acts of globalization, the challenge
was to integrate global citizenship into the college culture and activities” (Task Force
Report, 2008). The document analysis found reference to the creation of
infrastructure such as the development of processes for creating study abroad
programs, the development of processes for the application of faculty development
funds, and the establishment of sub-committees to oversee aspects of the initiative
such as curriculum, developing strategies to maximize the experience of international
students, and the development of a speakers series.
The findings from the interviews showed that different leaders had different
perspectives on the challenge of building capacity. Dean Kuzma and Professor
Kadota both discussed the meaning of global citizenship and that not everyone
knows what that means to them in their role at the college. Professor Kadota stated,
One of the challenges is having everybody see that global means them. It’s
not everybody else; it means they have a stake in it too. Even if they’re
teaching math or computer science, it’s stretching to see how to include this
perspective. I think we’re dead if we don’t; I think the world has really
seriously changed.
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The leaders discussed the need for constant and open communication from
the Task Force to the faculty as a way to work towards deeper understanding of the
meaning of the initiative for individuals in the organization.
A second perspective on building capacity was related to the expansion of
programs and course offerings that support the initiative. Professor Landon spoke in
detail on the expansion of the Latin American study abroad program and the need to
create stronger inter-institutional ties with universities in Belize and Guatemala.
Professor Landon referenced a Memorandum of Understanding that has been
established with Galen University and noted that there are commitments that have
been established at the University of Belize, Sacred Heart. Professor Landon
discussed a goal he had set to expand the program to a statewide program within 5
years that is inter-institutional. Professor Landon stated,
What I told Dr. Combet is that my goal is to have this Latin American
program operate as not only the model so that we can operate a program in
China, Europe, South Africa, but I would then like PCCC to spearhead an
inter-community college, inter-institutional, international study program
throughout the whole state of California. I would like a California state
educational Latin American program, and I want PCCC to spearhead that. I
think PCCC should develop it, and I think in 2-3 years once we fine tune I
want to integrate everyone else such as USC, UCLA. I think we will be
miles ahead of everyone else. That’s what I told him, and he loves it. I said,
‘oh, by the way, in 5 years we’ll have a statewide program.’ That’s what I
want.

Dean Kuzma spoke about the efforts to increase the number of courses that
go through the process to be approved as a degree requirement for global citizenship.
Dean Kuzma stated that a subcommittee of the curriculum committee was
established to review the proposals, which sends recommendations to the full
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committee, who then forward the recommendations to the senate, and then the senate
approves it so that it can become an official course that fulfills the requirement.
Dean Kuzma and Professor Kadota also discussed encouraging faculty to integrate
the ideas associated with global citizenship into their classes, regardless of whether
the class fulfills the degree requirement. Dean Kuzma and Professor Coloretti both
referenced a session was being planned for the faculty development day that would
assist faculty by sharing syllabus of courses that integrated concepts into their
courses and provided best practice on integrating global citizenship.
The report provided by the Task Force discussed creating visible signs of the
commitment to global citizenship. Recommendations that were given to achieve this
included displaying the flags of the countries of the international students
represented at the college, referring to global issues on the college website, providing
funding for participation at conferences on international and environmental matters,
and using the library to create displays that highlight issues related to global
citizenship.
The focus on capacity building relates to the findings by Kezar and Eckel
(2002) on institutional culture and change strategies. The efforts at Pacific Coast
reflect Kezar and Eckel’s (2002) recommendations that institutional leaders utilize
outside consultants, participate in faculty exchange programs, and utilize conferences
as a way to implement change in the culture. The visible signs of a commitment to
global citizenship are also aligned with Kezar and Eckel’s (2002) study that pointed
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to the modifications that take place at an institution that are needed in order for
change to be effective.
Research Question 4
The final research question looked at how the leadership at Pacific Coast
Community College measured progress in initiatives that are in response to
globalization. The discussions in the interviews provided projections of future
measurements of the success of the initiative and discussed the current evidence of
progress at the college.
Measuring Progress
The findings related to the measurement of progress in initiatives focus on
evidence of global citizenship activities and structures at the college. President
Combet referenced the competencies that are being developed by the curriculum
committee that will be used to measure student-learning outcomes related to global
citizenship as a way of measuring progress. Dean Kuzma, Professor Stegall and
Professor Coloretti also discussed the developments related to student competencies
that are being discussed by the Task Force as a way that the college can measure
success in the future. Professor Coloretti also pointed to the first institutional
learning objective, which she stated was broadly defined as ‘citizenship’. In her role
with the self-accreditation study, she is reviewing the artifacts and activities at the
college that relate to this learning objective. Professor Coloretti stated,
I am co-chair of an accreditation committee on student services.
Accreditation is a really important function, where we write to look at
ourselves and see how we’re doing, where are the problems. Two of the
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areas in particular that I’ve been writing extensively about have to do with
diversity, number one, and number two with citizenship. And appreciating
the aesthetics. How do we foster that? And everywhere I turn as I’m writing,
it’s global citizenship that comes up as the overall theme. So I think that the
group has been very successful in getting everybody aware that we’re trying
to expand the horizons of students in the county.

Professor Stegall cited several benchmarks that can be used to measure
progress. One benchmark included the incorporation of global citizenship into the
mission of the college, which is evident on the website and in the course catalog and
was discussed in research question one. Professor Stegall elaborated on additional
benchmarks for measuring the success of the initiative and stated,
I’m sure it’s going there are going to be more (measurements) next year
because the way this is structured now, we’ve got this Global Council and
there will be a faculty leader chosen to lead the council for two years. And I
know that part of it is going to be asking for benchmarks or institutional
learning outcomes, so there will be some effort made to do that. I think in
my own way, when you look at the first meeting we had this year we said
‘what do we want to accomplish this year and what activities’. We had a
brainstorming session and came up with a list and determined when would it
be appropriate to report on these things. So we divvied them up for the year.
So, a year in, we are taking into consideration what folks are doing and
working on.

Additional suggestions that Professor Stegall offered as future measurements
would include measuring increases or decreases in study abroad participation, as
well as a study that reviews the experience of international students. Professor
Stegall noted that it is difficult to measure the global competencies of students, but
that the college will seek out visible signs of the commitment to global citizenship.
Professor Stegall stated,
It’s hard to know what would be a legitimate measure of that. It’s probably
something that the curriculum committee would be asking…how we know
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we are doing this. I think one measure would be looking at students that go
on study abroad programs. Or how many did some sort of service learning,
or overseas experience, things like that.

The culture of the institution was also referenced as a way to measure
progress with the initiative. Findings from the interviews demonstrated the Task
Force currently looks at the incorporation of the mission into college offerings,
faculty participation in conferences and in contributions to the initiative,
participation in Salzburg Institute, the development of programs such as the
speaker’s series on campus, and the changes to the curriculum as evidence of success
of the initiative. The focus on capacity building was a theme with all of the
interviews, and measuring the progress of the initiative is something that will be
incorporated in future work groups.
Armstrong’s (2007) discussion on the impact of globalization concludes with
the suggestion some that institutions that respond to the challenges will find their
experiences to be transformational, while other institutions may only experience
incremental change. The findings that discuss the ways in which the college is
seeking to measure progress suggest that the institution is experiencing
transformational changes in regards to the structure of the curriculum, the culture of
the college, and global competencies of students. The focus on incorporating a
global component into the institutional mission connects with Armstrong’s (2007)
suggestion that institutions develop a keener understanding of their mission,
particularly in regards to student development outcomes and characteristics.
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The next section will analyze how the President of Pacific Coast Community
College viewed the challenges presented by globalization and created organizational
changes through the development and implementation of the global citizenship
initiative.
Reframing Organizations
This section will examine the findings of the study from the perspective of
Bolman and Deal’s (2004) theory of reframing organizations. Bolman and Deal
(2004) offer four frames in which leaders can understand and make sense of complex
organizations and complex problems including structural, human resource, political,
and symbolic. The following table connects the representations of the frames with
the findings.

Table 4. Frames

Frame Representations in findings
Human Resource Collaborative relationships
Faculty empowerment
Faculty development
Leader participation
Symbolic Providing vision
Personal Stories & Experiences
Symbols & Representations
Structural Focus on infrastructure
Curriculum development
Building Capacity
Task Force Development
Political Relationship Building
Partnerships
Distribution of Resources
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The most predominant frame that was represented in this study is the human
resource frame. Bolman and Deal (2003, p. 115) state that the assumptions of the
human resource frame include the following:
• Organizations exist to serve human needs rather than the reverse.
• People and organizations need each other. Organizations need ideas,
energy, and talent; people need careers, salaries, and opportunities.
• When the fit between individual and system is poor, one or both suffer.
Individuals are exploited or exploit the organization-or both become
victims.
• A good fit benefits both. Individuals find meaningful and satisfying
work, and organizations get the talent and energy they need to succeed.
The characteristics of the human resource frame, as represented in Table 4,
that emerged included the development of collaborative relationships, the
empowerment and involvement of faculty, the development of faculty, and the
participation of the President in the implementation of the initiative. President
Combet discussed in his interview the importance of faculty, trustee, and
administrator involvement. The actions of the President in presenting an academic
vision to the Faculty Senate and allowing them to develop the concept is an example
of the use of the human resource frame. An additional indicator is the President’s
involvement and attendance at the Salzburg Global Institute and his participation in
the development of the Global Citizenship definition.
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The second most predominant frame that emerged is the symbolic frame.
The President’s use of vision and focus on the mission of the college are indicators
of the use of the symbolic frame. According to Bolman and Deal (2003, p. 242) the
assumptions of the symbolic frame include:
• What is most important is not what happens but what it means.
• Activity and meaning are loosely coupled; events have multiple meanings
because people interpret experience differently.
• In the face of widespread uncertainty and ambiguity, people create
symbols to resolve confusion, increase predictability, find direction, and
anchor hope and faith.
• Many events and processes are more important for what is expressed than
what is produced. They form a cultural tapestry of secular myths, heroes
and heroines, rituals, ceremonies, and stories that help people find
purpose and passion in their personal and work lives.
• Culture is the glue that holds an organization together and unites people
around shared values and beliefs.
The President used personal stories and experiences to connect others to the
vision and generate excitement and engagement in the college. The symbols, stories,
and representations used by the President communicated the culture and values that
the President was seeking to embed in the college. The President used the visible
diverse demographics of the student population as well as the environmentally
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focused context of the surrounding communities as evidence of the timeliness of
embedding global citizenship into the college culture.
The structural frame was represented by the focus on implementing an
academic initiative and seeking to change the curriculum and pedagogical methods
of the faculty. There are six assumptions that Bolman and Deal (2003, p. 45)
highlight for the structural frame including:
• Organizations exist to achieve established goals and objectives.
• Organizations increase efficiency and enhance performance through
specialization and a clear division of labor.
• Appropriate forms of coordination and control ensure that diverse efforts
of individuals and units mesh.
• Organizations work best when rationality prevails over personal
preferences and extraneous pressures.
• Structures must be designed to fit an organization’s circumstances
(including its goals, technology, workforce, and environment).
• Problems and performance gaps arise from structural deficiencies and can
be remedied through analysis and restructuring.
The changes to the degree requirement for the Associates of Arts degree that
required a global citizenship component is the most salient structural change in the
organization. The degree requirement required faculty to design programs and
courses that can be offered as the degree requirement and that incorporate the
concepts of global citizenship. The focus on building capacity and infrastructure are
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representations of the use of the structural frame by the President. The development
of a Task Force and subcommittees are indicators of the structural frame.
The President represented the political frame in the building of partnerships
and distribution of resources. The assumptions of the political frame include
(Bolman & Deal, 2003, p. 186):
• Organizations are coalitions of diverse individuals and interest groups.
• There are enduring differences among coalition members in values,
beliefs, information, interests, and perceptions of reality.
• Most important decisions involve allocating scarce resources-who gets
what.
• Scarce resources and enduring differences make conflict central to
organizational dynamics and underline power as the most important asset.
• Goals and decisions emerge from bargaining, negotiation, and jockeying
for position among competing stakeholders.
The President effectively sought out institutional ties with the Salzburg
Global Institute and the Pacifica Institute in Turkey in order to provide faculty with
international professional development opportunities. The President also allocated
half of the funding provided by the Trustees to the Task Force to use as a mini-grant
fund for faculty initiatives. This served as a political gesture of support by providing
resources to the Task Force.
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CHAPTER V
DISCUSSION
Introduction
Globalization is a phenomenon that is currently shaping the political, cultural,
and economic institutions throughout the world (Armstrong, 2007; NIC, 2004). The
future of higher education in a globalized world is beginning to emerge in the
organizational changes taking place on campuses. The impact of globalization in
higher education is beginning to materialize and is evident in the changing missions
of institutions, the delivery and development of curriculum, the increased focus on
internationalization, the changing demographics of students, and the development of
global characteristics and skills of students (Armstrong, 2007; Levin, 2001; Tierney
& Findlay, 2008).
It is imperative that leaders in institutions of higher education respond to the
changes created by the forces of globalization in order for the United States to
remain competitive on the global stage. Community colleges in particular serve a
critical role in maintaining the standing of the United States in higher education
attainment as they contain the largest percentage of the undergraduate population and
the most demographically diverse campuses. The preparation of students to be
successful in a globalized world require acknowledgement by leaders of the impact
of globalization on their institutions, and an effort to respond and create
organizational changes in order to meet the needs of the contemporary world.
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This chapter will review and discuss the key findings that were revealed in
analyzing the data collected for this study. Specifically, the chapter will focus on
how leaders created organizational changes at the institution, and the development of
the concept of global citizenship. The implications of the findings of the study for
practitioners in higher education will then be provided. This will be followed by the
limitations of the study, recommendations for further research, and summary
conclusions.
The purpose of this study was to understand how the leadership of Pacific
Coast Community College created organizational change in response to globalization
by implementing a Global Citizenship Initiative. The study sought to understand
how leaders implemented change within the institution in order to embed global
citizenship into the culture of the college. The study then reviewed how the leaders
developed the concept for the initiative, and the process of defining global
citizenship. Finally, the study reviewed the challenges that leaders faced in
implementing the initiative and how leaders measure progress in the initiative.
Organizational Changes
The data revealed that the leadership of Pacific Coast Community College
created organizational changes primarily through faculty development efforts and the
development of the curriculum that incorporates the concept of global citizenship.
The President provided the vision for the initiative and targeted efforts at involving
the faculty in the development of the concept, and then provided the resources to
equip faculty with the ability to carry out the initiative. The President was successful
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in shifting the culture of the college from one focused on governance, to one focused
on the implementation of an academic vision.
It is noteworthy that the leadership of the college embraced the vision of the
President and was able to work without a pedagogical model and under ambiguous
circumstances. This finding illuminates the importance of leadership in responding
to the uncertain environment that globalization creates in higher education. The
President was able to successful implement the initiative by using a strategy to
achieve faculty buy in through building collaborative relationships with faculty and
empowering the faculty to develop the vision. The study utilized literature from
transformational theory and Bolman and Deal’s (2003) theory of reframing in order
to understand how leaders create organizational change in response to globalization.
The actions of the President of providing a vision and empowering faculty are
representations of transformational theory in the findings. The literature from
transformational theory discusses the importance of empowering followers, in this
case faculty, by building relationships and sharing power.
In regards to the leadership frames, the researcher found that the President
primarily viewed the organization through the human resource and structural frames.
These frames are represented in the President’s focus on faculty and curriculum
development.
The development of the curriculum is the second most salient finding of how
the leadership sought to embed global citizenship into the culture of the college. The
college established a global citizenship requirement for students completing
114
Associates of Arts degrees. The primary method of curriculum development focused
on integrating concepts of global citizenship that included the knowledge, skills, and
attitudes of students. The faculty sought to develop curriculum that demonstrate the
interrelatedness of subject matter by offering interdisciplinary courses. A second
method of curriculum development is increasing the study abroad opportunities for
students and integrating interdisciplinary courses and service learning into the study
abroad curriculum. The college demonstrates a commitment to increasing the
amount of students who are able to have international experiences by providing
funding opportunities and allowing students to complete the degree requirement by
participating in a study abroad program. The faculty are encouraged to develop
study abroad programs that integrate the concept of global citizenship.
Global Citizenship
The leaders of the college developed the concept of global citizenship as a
timely response to the influence of globalization and to meet the needs of preparing
students for a globalized world. The findings reveal that the context of the college,
including the large percentage of international students and the surrounding
community, contributed to the ability of the leadership to successfully implement the
initiative. The attempt to develop global citizens is one way in which community
colleges can meet the challenge of preparing students with the knowledge and skills
to succeed in the global marketplace, which was an imperative that was noted by the
findings in the literature review (College Board, 2008).
115
A task force of administrators and faculty was created in order to develop the
concept of the global citizenship initiative. The members of the task force
participated in dialogue and discussion, which led to an agreed upon meaning of a
global citizen and the global competencies that a global citizen would possess. The
task force developed a pedagological model around the concept of global citizenship
by first reviewing what the institution was already doing that was global in nature
while in tandem working on the development of a the characteristics of a global
citizen. Once a definition was agreed upon, the task force began to integrate the
concept of global citizenship into the curriculum and extra-curricular offerings.
The findings reveal that the definition of global citizen at Pacific Coast
focuses on preparing the knowledge, skills, and attitudes of students and raising their
awareness of the interconnectedness of economies, environment, and cultures. The
preparation of students as global citizens transcends political affiliations related to
the concept of ‘citizen’ and contained moral undertones, as the intent of the
leadership and faculty was to prepare students to make contributions to a ‘global
community’.
The findings are consistent with the review of literature, which suggests that
global competencies focus primarily on the mindset of an individual (Gacel-Avila,
2005; Torres, 2002). The concept of embedding global citizenship is an attempt to
heighten the awareness of the college community, including students, faculty, and
staff, to the interconnectedness of a globalized world. By incorporating this concept
116
into the culture of the college, the leadership is able to generate a shared vision that
upholds the mission of the college.
The larger goal of global citizenship in the community college is to begin to
address issues that are global in nature. The focus on environment, culture, and
economy is a way for the college to begin to generate solutions to global issues. The
range and scope of the curriculum and extra-curricular offerings at the college
demonstrate a focus on applying knowledge across disciplines in order to generate
solutions to global issues. The global nature of the initiative seeks to expand
student’s awareness beyond the American perspective, and to think critically about
their actions and contributions to the world.
Implications for Practice
The results of this study are significant for practitioners, researchers, and
policymakers that are seeking to understand how leaders can respond to the forces of
globalization in higher education. First, the review of the literature and the findings
from the study contribute to the limited research on globalization and higher
education. The study contributes to the discussion on the evidence of globalization
in higher education, and one college’s efforts to respond to globalization.
Practitioners and policymakers can utilize this information when viewing an
institution from a global perspective. Researchers can draw on the findings in future
discussions and studies on globalization and higher education.
The study also contributes to the research on the concept of global citizenship
and global competencies. Currently, there is not an agreed upon definition of global
117
citizenship within the realm of higher education. This study provides one college’s
definition of global citizenship, which includes defined global competencies of
students. This enables practitioners in higher education to understand how one
college has implemented these concepts into the culture and curriculum of the
institution.
Another implication includes the results of the study that highlight the
institutional changes that were made at Pacific Coast Community College in
response to globalization. These findings offer practitioners a pedagological model
to draw from that incorporates faculty development and curriculum development
related to the concept of global citizenship. There are currently no known
pedagological models that center on the concept of global citizenship in higher
education.
Recommendations for Research
Consistent with all research projects, this study contained limitations. One
limitation of the study is that the findings may not be generalizable as the study was
limited to a single case of one community college. This particular college contained
a demographically diverse student population and a large percentage of international
students compared to most community colleges. A second limitation is the timing of
the research. The community college was only halfway through a 3-year strategic
plan aimed at embedding global citizenship into the college culture, which limited
the researcher’s ability to measure progress in the initiative.
118
The researcher recommends further study on the expected student outcomes
and global competencies associated with global citizenship. This study focused on
the organizational changes created by the leadership of the college in response to
globalization, further research on the demonstrated characteristics of global
citizenship would enable practitioners to have a deeper understanding of how to
incorporate and measure this concept. A longitudinal study is recommended in order
to understand the difference a global citizenship perspective makes on student
learning and outcomes. One recommendation would be to conduct a pre-test and
post-test of student competencies in the knowledge, skills, and attitudes as they relate
to issues of globalization as defined by Pacific Coast which would include the
environment, economy, and world cultures.
An additional area of research would be on the type of leadership style
needed in order to effectively create change in response to globalization. This study
focused on transformational leadership as it relates to organizational changes in a
college. Further research on differing leadership types and strategies that would be
most effective in creating organizational changes in response to globalization would
offer deeper insight. A comparative analysis study is recommended in order to
understand the difference in effectiveness between leadership styles.
Finally, further research is needed on the impact of globalization in higher
education. This study focused on one aspect of leaders responding to the influence
of globalization, specifically student outcomes. Other areas of research would
include global partnerships, the off shoring of degree programs, and the impact on
119
international study abroad programs. Currently, there is limited emerging research
on the impact of globalization on higher education in the United States.
120
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125
APPENDIX A
RESEARCH QUESTIONS/INTERVIEW PROTOCOL CORRELATION GRID
RESEARCH QUESTION 1: How did leaders at Pacific Coast Community College
implement change in response to globalization?

1. How do you define globalization as it relates to higher education?
2. How do you view the impact of globalization on Community Colleges?
3. Can you tell me about the types of changes (prompts: structural,
administrative, cultural, programmatic, curriculum) Pacific Coast Community
College has implemented in response to globalization?
4. Can you tell me about the leadership that sought changes in response to
globalization?
a. who was involved?
b. what was their role?
5. Please describe your role in creating or implementing change as it relates to
globalization?
6. If changes have been made, what strategies were used to implement change
related to globalization?
7. How were the changes communicated to the college community?
a. Faculty? Staff? Students?

RESEARCH QUESTION 2: How did college leadership develop the concept of
global citizenship as an initiative towards student development?

1. How is the concept of global citizenship defined at PCCC?
2. Can you describe the process of developing a global citizenship definition?
3. The President of PCCC is seeking to “embed global citizenship” into the
college culture…in your opinion, how wills this happen?
4. How do faculty members understand this concept?
5. How do faculty members implement this concept?
6. How do staff members understand this concept?
7. How do staff members implement this concept?
8. How do students view this concept?
9. In your opinion, how does global citizenship support the mission of PCCC?
10. How does the concept of global citizenship fit into or change the structure of
the college?
126
RESEARCH QUESTION 3: What challenges have leaders at PCCC faced when
implementing change in response to globalization?

1. Can you describe the challenges associated with changes related to
globalization?
2. Can you describe the challenges associated with the concept of global
citizenship?
3. Can you describe any challenges in the development of the concept of global
citizenship for PCCC?
4. What challenges do you anticipate in creating change in response to
globalization?

RESEARCH QUESTION 4: How does the leadership at PCCC measure progress in
initiatives that are in response to globalization?

1. Are there ways in which you measure the changes made in response to
globalization?
2. How do you measure development or outcomes related to the concept of
global citizenship?
3. What measureable targets or goals have been set that relate to global
citizenship?
4. How is progress defined and communicated as it related to global
citizenship?
5. Are there documents available that detail or track the progress of initiatives
related to globalization and global citizenship?
127
APPENDIX B
INFORMED CONSENT FOR NON-MEDICAL RESEARCH
University of Southern California
Rossier School of Education, Doctor of Education Program

INFORMED CONSENT FOR NON-MEDICAL RESEARCH

******************************************************************
CONSENT TO PARTICIPATE IN RESEARCH
The Global Citizenship Initiative: A Case Study Examining the Leadership of
Pacific Coast Community College* Implementing Organizational Change in
Response to Globalization
*pseudonym

You are asked to participate in a research study conducted by Bridget Le Loup,
candidate for the Ed.D.., and Dean Karen Symms Gallagher, Ph.D from the Rossier
School of Education, Doctor of Education Program at the University of Southern
California. The results of this study will contribute to Bridget Le Loup’s doctoral
dissertation. You were selected as a possible participant in this study because you are
a senior administrative leader at Santa Monica College. A total of approximately five
to ten subjects will be selected from your institutions senior leadership administrative
team or the Global Citizenship Task Force to participate. Your participation is
voluntary. You have been selected to participate for the following reasons: your
name was listed on a public document of the minutes of the Global Citizenship Task
Force, or your name was provided by a member of Santa Monica College who was
familiar with the initiative and your role.

You should read the information below, and ask questions about anything you do not
understand, before deciding whether or not to participate. Please take as much time
as you need to read the consent form. You may also decide to discuss it with your
family or friends. If you decide to participate, you will be asked to sign this form.
You will be given a copy of this form.

PURPOSE OF THE STUDY
We are asking you to take part in a research study because we are trying to learn
more about how the senior leadership team at Santa Monica College has created
institutional change by integrating the concept of Global Citizenship into the culture
of the institution and created an Associates of Arts degree.

128
PROCEDURES
You will be asked to participate in a one-on-one, individual interview at a place of
your choice on the Santa Monica College campus. The initial interview should take
approximately 45 minutes to 1 hour of your time. You will only need to identify
your title during the audio recording, your name will be omitted so that the interview
can by anonymously transcribed.

Following the initial interview, and if you agree to it, the researcher may contact you
post-interview by email or phone in case follow-up information is needed. The
amount of time spent for follow-up questions, either by phone, email or in-person,
should not exceed more than 1 hour total of your time.

POTENTIAL RISKS AND DISCOMFORTS
There are no anticipated risks to your participation; you may experience some
discomfort in answering the interview questions or you may be inconvenienced from
taking time out of your day to complete the interview. Questions asked that make
you feel uncomfortable may be skipped or not answered.

POTENTIAL BENEFITS TO SUBJECTS AND/OR TO SOCIETY
You may not directly benefit from your participation in this research study.
However, there is a possibility that you may learn about institutional efforts during
the interview process.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will not receive any payment for your participation in this research study.

POTENTIAL CONFLICTS OF INTEREST
The investigators of this research do not have any financial interest in the sponsor or
in the product being studied.

CONFIDENTIALITY
Any information that is obtained in connection with this study and that can be
identified with you will remain confidential and will be disclosed only with your
permission or as required by law. The information which has your identifiable
information will be kept separately from the rest of the data.

Only members of the research team will have access to the data associated with this
study. The data will be stored in the investigator’s office in a locked file
cabinet/password protected computer. The institutions name, Santa Monica College,
institutional partnerships and programs may be identified for the purposes of the
study. Personal information collected, such as your name, will not be disclosed
during the study. Rather, your title/role at the institution will be used (ex. President,
Vice President, Dean or Director) to identify your position at the institution.
129

The data will be stored for three years after the study has been completed and then
destroyed. Before the interview begins, you will be asked by the researcher if the
interview can be audio taped and notes taken. The researcher will be the only person
with access to audio tape recording and notes gathered. Information recorded during
this time will be used for educational purposes only. If you decline the option for
audio recording or note taking, you may continue to participate in the study.

When the results of the research are published or discussed in conferences, no
information will be included that would reveal your identity. If audio-tape recordings
of you will be used for educational purposes, your identity, such as your name, will
be protected or disguised. Only your title/role associated with the institution will be
disclosed. As the subject of the study, you have the right to review/edit the tapes up
until the completion of the study.

PARTICIPATION AND WITHDRAWAL
You can choose whether to be in this study or not. If you volunteer to be in this
study, you may withdraw at any time without consequences of any kind. You may
also refuse to answer any questions you don’t want to answer and still remain in the
study. The investigator may withdraw you from this research if circumstances arise
which warrant doing so.

ALTERNATIVES TO PARTICIPATION
Your alternative is to not participate.

RIGHTS OF RESEARCH SUBJECTS
You may withdraw your consent at any time and discontinue participation without
penalty. You are not waiving any legal claims, rights or remedies because of your
participation in this research study. If you have any questions about your rights as a
study subject or you would like to speak with someone independent of the research
team to obtain answers to questions about the research, or in the event the research
staff can not be reached, please contact the University Park IRB, Office of the Vice
Provost for Research Advancement, Stonier Hall, Room 224a, Los Angeles, CA
90089-1146, (213) 821-5272 or upirb@usc.edu
130

SIGNATURE OF RESEARCH SUBJECT

I have read (or someone has read to me) the information provided above. I have
been given a chance to ask questions. My questions have been answered to my
satisfaction, and I agree to participate in this study. I have been given a copy of this
form.
□ I agree to be audio taped
□ I do not want to be audio taped

Name of Subject

Signature of Subject Date

SIGNATURE OF INVESTIGATOR

I have explained the research to the subject and answered all of his/her questions. I
believe that he/she understands the information described in this document and freely
consents to participate.

Bridget Le Loup, Study Researcher
131
APPENDIX C
INFORMATION SHEET FOR NON-MEDICAL RESEARCH
University of Southern California
Rossier School of Education, Doctor of Education Program

INFORMATION SHEET FOR NON-MEDICAL RESEARCH
The Global Citizenship Initiative: A Case Study Examining the
Leadership of Pacific Coast Community College* Implementing Organizational
Change in Response to Globalization
*pseudonym

You are asked to participate in a research study conducted by Bridget Le Loup and
Dean Karen Symms Gallagher, Ph.D from the Rossier School of Education, Doctor
of Education Program at the University of Southern California. The results of this
study will contribute to Bridget Le Loup’s doctoral dissertation. You were selected
as a possible participant in this study because you are a senior administrative leader
at Santa Monica College. A total of approximately five to ten subjects will be
selected from your institutions senior leadership administrative team or the Global
Citizenship Task Force to participate. Your participation is voluntary. You have
been selected to participate for the following reasons: your name was listed on a
public document of the minutes of the Global Citizenship Task Force, or your name
was provided by a member of Santa Monica College who was familiar with the
initiative and your role. Please take as much time as you need to read the
information sheet. You may also decide to discuss it with your family or friends.
You will be given a copy of this form.

PURPOSE OF THE STUDY
We are asking you to take part in a research study because we are trying to learn
more about how the senior leadership team at Santa Monica College has created
institutional change by integrating the concept of Global Citizenship into the culture
of the institution and created an Associates of Arts degree.

Completion and response to the interview questions will constitute consent to
participate in this research project.

PROCEDURES
You will be asked to participate in a one-on-one, individual interview at a place of
your choice on the Santa Monica College campus. The initial interview should take
approximately 45 minutes to 1 hour of your time. The interview will be audio
recorded.

132
Following the initial interview, and if you agree to it, the researcher may contact you
post-interview by email or phone in case follow-up information is needed. The
amount of time spent for follow-up questions, either by phone, email or in-person,
should not exceed more than 1 hour total of your time.

POTENTIAL RISKS AND DISCOMFORTS
There are no anticipated risks to your participation; you may experience some
discomfort in answering the interview questions or you may be inconvenienced from
taking time out of your day to complete the interview. Questions asked that make
you feel uncomfortable may be skipped or not answered.

POTENTIAL BENEFITS TO SUBJECTS AND/OR TO SOCIETY
You may not directly benefit from your participation in this research study.
However, there is a possibility that you may learn about institutional efforts during
the interview process.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will not receive any payment for your participation in this research study.

POTENTIAL CONFLICTS OF INTEREST
The investigators of this research do not have any financial interest in the sponsor or
in the product being studied.

CONFIDENTIALITY
Any information that is obtained in connection with this study and that can be
identified with you will remain confidential and will be disclosed only with your
permission or as required by law. The information which has your identifiable
information will be kept separately from the rest of the data.

Only members of the research team will have access to the data associated with this
study. The data will be stored in the investigator’s office in a locked file
cabinet/password protected computer. The institutions name, Santa Monica College,
institutional partnerships and programs will not be identified for the purposes of the
study. Personal information collected, such as your name, will not be disclosed
during the study. In order to further protect your identity, Santa Monica College will
not be identified; rather the pseudonym “Pacific Coast Community College” will be
used.

The data will be stored for three years after the study has been completed and then
destroyed. Before the interview begins, you will be asked by the researcher if the
interview can be audio taped and notes taken. The researcher will be the only person
with access to audio tape recording and notes gathered. Information recorded during
133
this time will be used for educational purposes only. If you decline the option for
audio recording or note taking, you may continue to participate in the study.

When the results of the research are published or discussed in conferences, no
information will be included that would reveal your identity. If audio-tape recordings
of you will be used for educational purposes, your identity, such as your name, will
be protected or disguised. Only your title/role associated with the institution will be
disclosed. As the subject of the study, you have the right to review/edit the tapes up
until the completion of the study.

PARTICIPATION AND WITHDRAWAL
You can choose whether to be in this study or not. If you volunteer to be in this
study, you may withdraw at any time without consequences of any kind. You may
also refuse to answer any questions you don’t want to answer and still remain in the
study. The investigator may withdraw you from this research if circumstances arise
which warrant doing so.

ALTERNATIVES TO PARTICIPATION
Your alternative is to not participate.

RIGHTS OF RESEARCH SUBJECTS
You may withdraw your consent at any time and discontinue participation without
penalty. You are not waiving any legal claims, rights or remedies because of your
participation in this research study. If you have any questions about your rights as a
study subject or you would like to speak with someone independent of the research
team to obtain answers to questions about the research, or in the event the research
staff can not be reached, please contact the University Park IRB, Office of the Vice
Provost for Research Advancement, Stonier Hall, Room 224a, Los Angeles, CA
90089-1146, (213) 821-5272 or upirb@usc.edu

IDENTIFICATION OF INVESTIGATORS
If you have any questions or concerns about the research, please feel free to contact:

Dean Karen Symms Gallagher, Ph.D, Principal Investigator
University of Southern California
Rossier School of Education
Waite Phillips Hall, Room 1101
Los Angeles, California 90089
Ph: (213) 740-8313
rsoedean@usc.edu
134
Bridget Le Loup, Study Researcher
University of Southern California
Rossier School of Education
250 De Neve Drive
Los Angeles, California 90024
Ph: (310) 420-5573
bleloup@orl.ucla.edu

Abstract (if available)

Abstract Globalization is a contested phenomenon that has created broad implications across social, cultural, economic, and political contexts (Scott, 2000). The imprint of globalization in higher education, particularly in community colleges, is beginning to emerge and creates a need for leaders to understand the complex challenges and opportunities that exist in an interconnected world. In order to prepare students to be successful in a globalized world requires that leaders guide institutions to reflect and meet the needs of the contemporary world. This study provides practitioners, policymakers, and researchers with an understanding of how leaders can respond to the forces of globalization.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Le Loup, Bridget R. (author)

Core Title The global citizenship initiative: a case study examining the leadership of Pacific Coast Community College implementing organizational change in response to globalization

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publication Date 07/16/2009

Defense Date 05/06/2009

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag community college,global citizen,Globalization,Higher education,leadership,OAI-PMH Harvest,organizational change

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Diamond, Michael A. (committee chair), Gallagher, Karen Symms (committee chair), Tobey, Patricia (committee member)

Creator Email bleloup@orl.ucla.edu,leloup@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m2341

Unique identifier UC1480720

Identifier etd-Loup-3062 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-561959 (legacy record id),usctheses-m2341 (legacy record id)

Legacy Identifier etd-Loup-3062.pdf

Dmrecord 561959

Document Type Dissertation

Rights Le Loup, Bridget R.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu