Date of Award

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership

First Reader/Committee Chair

Nancy Acevedo

Abstract

This study examines how practitioners experience and implement transfer-related reforms within the California Community College (CCC) system. Guided by sensemaking theory (Eddy, 21013) and organizational change frameworks (Kezar, 2014), this qualitative intrinsic case study explores how administrators, counselors, and student services professionals interpret and enact statewide transfer policies within a single institutional context. Data were collected through semi-structured interviews with seven participants and analyzed using thematic analysis.

Findings reveal that policy implementation is a complex, non-linear process shaped by three primary factors: sensemaking and communication, organizational structures, and human and relational dynamics. Participants described navigating information overload, inconsistent messaging, and a lack of clear guidance, requiring active interpretation of policy directives. Institutional structures, including faculty autonomy and departmental silos, further influenced the alignment between policy intent and practice. Additionally, leadership, collaboration, and practitioner capacity emerged as critical components in sustaining reform efforts, with participants highlighting the strain associated with continuous policy change.

This study contributes to the literature by extending understanding of policy implementation within community colleges and emphasizing the importance of relational and human factors. Findings suggest that effective reform requires coordinated communication, structural alignment, and sustained support for practitioners to improve transfer pathways and student outcomes.

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