Accredidation Pressures, Culture, and the Lived Experiences of Community College Administrators: A Case Study

Abstract

The purpose of this research was to investigate the experiences and perceptions of community college administrators who lead campus accreditation initiatives including the accreditation visit. The study investigated administrator perceptions of compulsory or psychological pressure when involved with accreditation activities. The study employs the conceptual framework of isomorphism through an analysis of coercive, normative, and mimetic isomorphism shown in participant responses. Coercive isomorphism is related to pressures from external agencies that an organization may depend on for compliance. Normative isomorphism occurs when organizations develop a normalized standard for compliance based on a leading group or agency. Mimetic isomorphism occurs when an institution copies the practices of another institution to ensure compliance.

The population for this study was a sample of six community college administrators who are responsible for accreditation planning and visitations at their campuses. The participants provided a myriad of reasons and examples of pressures they experienced related to accreditation. Four themes emerged as a result of analysis of findings. The findings were consistent with the components of coercive, normative, and mimetic isomorphism.

Each participant indicated in in their own words that they experienced coercive pressure from external agencies, normative pressure to comply with a set of standards evenly applied throughout the accreditation agency, and mimetic pressure from leading institutions with similar accreditation profiles.

Participant responses revealed that community college administrators are aware of pressures placed on them by continuous improvement efforts for institutional effectiveness, campus leadership, the compliance report required by accreditors, and accountability measures enforced by the federal government, state agencies, and institutional accreditors. The researcher intends for this study to serve as a valuable tool for accreditation administrators and campus leadership to enrich the institution’s accreditation process, campus staff, and the institution’s effectiveness.