Committee Chair

Rausch, David W.

Committee Member

Crawford, Elizabeth K.; Williamson, Cindy; Melton, Robbie

Department

Dept. of Applied Leadership and Learning

College

University of Tennessee at Chattanooga. College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

Performance-based funding (PBF) has become an increasingly common mechanism for allocating state resources to public higher education institutions; however, questions remain regarding its effectiveness and potential unintended consequences for historically underfunded institutions, particularly Historically Black Colleges and Universities (HBCUs). This study examined the effect of organizational change on institutional performance and decision-making at a publicly funded land-grant HBCU in the southeastern United States operating within a PBF environment. Specifically, the study examined institutional changes associated with the implementation of the Complete College Tennessee Act (CCTA) and the Focus on College and University Success (FOCUS) Act and their relationship to student retention and graduation outcomes, organizational decision-making, and resource allocation. A mixed-methods within-case study design was used to integrate quantitative institutional outcome data with qualitative perceptions of senior academic and administrative leaders. Paired-samples t tests were used to compare retention and graduation rates before and after implementation of the CCTA and the FOCUS Act. The quantitative findings provided limited evidence that the legislative and organizational changes resulted in improved institutional outcomes. Retention rates declined significantly following implementation of the CCTA, while graduation rates did not change significantly. No statistically significant differences were identified in either retention or graduation rates following implementation of the FOCUS Act. Qualitative and quantitative data were collected through an anonymous survey containing open-ended and Likert-scale questions addressing organizational change, leadership, communication, readiness for change, decision-making, and resource allocation. Qualitative findings revealed uneven understanding of the legislative changes, mixed perceptions regarding their organizational impact, and uncertainty regarding their operational implications. Despite this organizational ambiguity, participants generally expressed confidence in their individual ability to operate under new processes and expectations. The findings indicate that organizational change alone is insufficient to improve institutional performance within a PBF environment. Successful adaptation requires strategic leadership, transparent communication, stakeholder engagement, organizational alignment, data-informed decision-making, and continuous assessment. For historically underfunded HBCUs, effectively aligning institutional resources, processes, personnel, and mission with external performance expectations is critical to sustaining funding while maintaining access and advancing the institution’s educational mission.

Acknowledgments

First, I extend my sincere gratitude and appreciation to my dissertation chair, Dr. David Rausch, for his leadership, patience, guidance, and constant support throughout this process. Thank you for challenging me to strengthen my scholarship, encouraging me through each stage of the dissertation process, and providing thoughtful feedback that helped me complete this study. Your willingness to assist me through the challenges and celebrate the milestones along the way has been invaluable. I am equally grateful to my dissertation committee members, Dr. Elizabeth Crawford, Dr. Cynthia Williamson, and Dr. Robbie Melton. Your individual perspectives, expertise, and recommendations strengthened both this dissertation and me as a scholar. I sincerely appreciate the time you devoted to reviewing my work, encouragement, and commitment to my success. I also offer my heartfelt appreciation to Dr. Tamara Baynham and Dr. Marcus Comer for generously giving their time to read my work and provide invaluable feedback during this journey. Your thoughtful reviews, encouragement, and support helped guide me through the many details involved in completing this dissertation. The completion of this dissertation represents the culmination of a long and meaningful journey, one that would not have been possible without the guidance, encouragement, patience, and support of many extraordinary individuals. I am deeply grateful to those who shared their time, expertise, and wisdom with me throughout this process.

Degree

Ph. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Philosophy.

Date

12-2026

Subject

African American universities and colleges; Educational leadership--United States--Case studies; Historically Black colleges and universities; Organizational change--Management

Keyword

performance-based funding (PBF); organizational change management; historically Black College and University (HBCU); higher education leadership; decision-making

Discipline

Higher Education

Document Type

Doctoral dissertations

DCMI Type

Text

Extent

xvii, 145 leaves

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by-nd/4.0/

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