Date of Award

5-11-2025

Date Published

June 2025

Degree Type

Dissertation

Degree Name

Doctor of Professional Studies

Department

Information Management

Advisor(s)

John Jordan

Second Advisor

Alicia Hatcher

Keywords

HBCU;Institutional Effectiveness;Institutional Research;Organizational Knowledge;SECI Model;Student Success

Abstract

Initially perceived as a compliance-driven, accreditation mandate, institutional effectiveness (IE) evolved into a comprehensive framework often encompassing institutional research, evaluation and assessment, and strategic planning. This study investigated the expanding role of IE at historically black colleges and universities (HBCUs) by examining how individuals in IE positions approached their work and whether those efforts contributed to knowledge creation at their institutions. Considering the alarming rate of closures among institutions of higher education (IHEs) and the finite number of HBCUs, this research is timely as it explored IE as a mechanism to drive institutional innovation and support financial sustainability. By interviewing leaders and staff involved in IE functions at HBCUs, the study characterized their multifaceted work, highlighting their efforts to facilitate knowledge creation and contribute to strategic initiatives. Interview responses were analyzed through the lens of Nonaka and Takeuchi's SECI (Socialization, Externalization, Combination, Internalization) Model of Knowledge Creation that emphasizes the importance of collaboration and knowledge-sharing in transforming individual knowledge into organizational learning. The analysis illustrated how specific approaches to IE not only fulfilled compliance mandates but also fostered innovation in programs and services and supported sustainable institutional growth. Key findings revealed that enhancing data literacy and developing talent played pivotal roles in ensuring the future success of IE efforts. Building trust and nurturing relationships between IE offices and their communities were critical for fostering collaboration and aligning program operations with institutional goals. Frequently assessing institutional goal alignment with the mission-driven commitment to student success that underscored the values and priorities of HBCUs framed and informed approaches to IE at these institutions. Rather than a compliance-focused approach to IE, this study promotes a knowledge-based approach at HBCUs, ensuring these institutions continue to thrive in an increasingly challenging higher education landscape. The implications of this study are particularly relevant for resource-constrained IHEs.

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Open Access

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