This chapter addresses the relationship between organizational culture and student success. It chronicles the experiences of a first-time president of a mid-size urban community college, detailing how she engaged the campus community to bring together a siloed culture, still dealing with the impacts of a controversial merger that occurred 15 years earlier. The student success issues she inherited, low enrollment, retention, and graduation, were symptomatic of a more significant problem. What manifested as broken student processes were, in essence, a result of a fractured culture, still holding on to wounds from the past. The president realized that to improve student success, she had to find a way to address the cultural issues that threatened the institution's success and damaged critical relationships in the community. This chapter demonstrates how using an institutional capacity framework and applying leadership theories effectively changed the organizational culture, resulting in remarkable improvements in student success at Southwest Tennessee Community College.
TopIntroduction
I knew I had inherited a challenge when becoming the first African American woman and second person to be president of Southwest Tennessee Community College in 2015. Southwest was my first presidency, but my third urban community college. I understood the challenges and rewards of educating underserved populations in under-resourced communities. I had taken the traditional path to the presidency, serving ten years as a full-time community college Communications faculty member and later as a Mass Communication program coordinator, Associate Dean of Instruction, Strategic Planning and Development, and Vice President of Academic Affairs. Additionally, I served on the university level as a graduate teacher, an adjunct, and in Student Affairs.
I felt prepared yet daunted by the responsibility that lay ahead.
Figure 1.
Dr. Tracy D. Hall, president of Southwest Tennessee Community College
My journey to this position was a career milestone and a personal triumph. Raised by a single mother who instilled in me the determination to succeed, becoming a college president was a dream fulfilled. With its rich history and vibrant culture, Memphis held a special place in my heart. I had always loved visiting Memphis, spending hours on Beale Street listening to live music, and at the National Civil Rights Museum, soaking up history and drawing inspiration and strength from the ancestors. Leading Southwest felt like coming home.
Upon assuming the presidency, I was confronted with the findings of a performance optimization project conducted by a consulting firm that surveyed primary constituents, from faculty, staff, and students to business leaders and K-12 partners. The report revealed that while faculty and staff took pride in their work, there was a prevailing sense that the institution needed to meet its mission more fully. The report showed that enrollment processes were broken, and there needed to be more clarity in addressing the community's workforce needs.
Understanding the historical context of Memphis, notably the merger that formed Southwest in 2000, was crucial. The merger of State Technical Institute and Shelby State Community College aimed to bolster educational opportunities in a city striving for economic vitality. However, merging two distinct institutions posed significant challenges, exacerbated by differing missions and community perceptions.
Navigating these challenges would require a holistic approach. I recognized the importance of aligning with state initiatives like the Complete College Tennessee Act of 2010 (CCTA, 2010), which emphasized student success and completion. Southwest faced declining enrollment and alarmingly low graduation rates, particularly among African American students.
Addressing these issues demanded a shift in focus towards student success. It meant streamlining enrollment processes and implementing initiatives to support student retention and completion. By understanding Southwest and Memphis's past and present dynamics, I aimed to chart a course that would fulfill the college's mission and empower its diverse student body.
As the leader of Southwest, I was committed to building on the foundation laid by my predecessors, addressing challenges head-on, and fostering a culture of excellence and equity. Through collaboration with faculty, staff, and community partners, I was confident we could overcome obstacles and ensure that Southwest remained a beacon of opportunity for all.