The Interpretive Process of North Carolina Community College System Developmental Education Policy at Select Community Colleges

Abstract

The purpose of this study was to examine the interpretive processes of administrators and staff at individual community colleges in the North Carolina system. The study examines how developmental education policy, established at the state level, is interpreted and applied at the local community college. The study examines how administrators and staff in the North Carolina system interpret their role in serving growing numbers of new and returning college students, many under-prepared for college level work. In particular, the study looks at internal and external influences that shape the interpretive process for individual administrators and staff as they balance the influences of state legislators and state higher education authorities with local needs in serving under-prepared students at the local community college. The study used a qualitative case study methodology to examine local developmental education policy at three community colleges in the North Carolina system. The study used current research on developmental education policies from a variety of states as a point of reference for the processes that take place at local community colleges in the North Carolina system. In addition, it used leadership theory to guide the study of internal organizational processes at local colleges and institutional policies at the state level. From the research conducted, I have concluded that community college administrators and staff are following a process of interpretation that considers local organizational influences, local community influences, and external institutional influences as part of a larger state system.