Pathways to Student Success: A Multiple Case Study on Four-Year Colleges' Organizational Change in Performance Funding States

Federal and state policies have recently moved the higher education accountability focus from access to completion. As completion and other student success accountability measures are put in place, institutions are going through organizational change to accommodate these new policies and to adjust their focus onto student success measures such as retention and graduation rates. This multiple case study’s purpose was to describe the institutional efforts and changes at smallto medium-sized, four-year public institutions in states where at least 20% or more of state funds are or are planned to soon be allocated based on performance metrics. The findings of this study demonstrate the importance of organization planning, building organizational capacity for change, focusing on actions and changes that are efficient and effective, and refocusing on the culture of student success in teaching-focused institutions. Findings can be utilized by policymakers and higher education leaders at state and institution levels when considering or addressing the use of performance-based funding models and the effects that such policies have on public institutions of higher education. Acknowledgements The process of completing this project was a journey. It was a journey that required me to utilize support from many guides. Each of my journey guides deserves recognition. My program advisor, Dr. Barbara LaCost is the reason I made it through this dissertation journey. There were many times I felt lost and wanted to just give up. She always ensured me that I was capable of making it to the end. Throughout my journey, she gave advice, listened to my complaints, and redirected me when I needed it. Dr. LaCost was able to do all of these things because she was able to fill multiple roles in my graduate life at once. Dr. LCost was not just an advisor. She was a mentor and, although I know she will not like this reference, she served as a graduate school mom. Beyond simply giving advice about my program of study or the dissertation process, Dr. LaCost helped me to navigate other facets of life that will impact my career path in higher education. My other committee members also assisted in my journey. At times, I felt like my journey had required me to drive down a highway with a hundred miles of road construction. There were times I had to slow down, times I had to make a detour, and times I was just sitting in the road. My committee members as well as other faculty in the department helped me know which new routes to take and motivated me to get moving again when I felt stuck. I also need to acknowledge members of my support system who fall outside of my academic world. Many times throughout my journey, I felt like I only had time for classes, research, and other tasks that seemed immediately pressing and related to the completion of my degree. Sometimes this was the truth, and other times I needed to accept the support from my family and friends. My friends let me take breaks from writing, transcribing, organizing. and I thank them for that. It was nice to have some off-road excursions that reminded me of what life was like pre-graduate school. Also, I really could not have finished this project without the unwavering support of my family. My mom and dad had faith that I could finish a doctoral degree – I’ll be the first in my family to do so! Throughout my journey, they asked questions that allowed me to think critically about the direction(s) I was going. They also knew when I just needed some support – and they even drove five hours just to see me because they knew I needed supportive faces, a relaxing meal, or a family game night. To everyone who was a part of my journey: thanks for everything!