University of Massachusetts Boston ScholarWorks at UMass Boston Graduate Doctoral Dissertations Doctoral Dissertations and Masters Theses 5-31-2017 Influences on University Staff Members Responsible for Implementation of Alcohol- Control Policies Glenn A. Cochran University of Massachusetts Boston Follow this and additional works at: https://scholarworks.edu/doctoral_dissertations Part of the Higher Education Administration Commons, Organizational Behavior and Theory Commons, and the Public Policy Commons Recommended Citation Cochran, Glenn A., "Influences on University Staff Members Responsible for Implementation of Alcohol-Control Policies" (2017). Graduate Doctoral Dissertations.edu/doctoral_dissertations/322 This Open Access Dissertation is brought to you for free and open access by the Doctoral Dissertations and Masters Theses at ScholarWorks at UMass Boston. It has been accepted for inclusion in Graduate Doctoral Dissertations by an authorized administrator of ScholarWorks at UMass Boston.
For more information, please contact library. INFLUENCES ON UNIVERSITY STAFF MEMBERS RESPONSIBLE FOR IMPLEMENTATION OF ALCOHOL-CONTROL POLICIES A Dissertation Presented by GLENN A. COCHRAN Submitted to the Office of Graduate Studies, University of Massachusetts Boston, in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2017 Higher Education Administration Program © 2017 by Glenn A. Cochran All rights reserved INFLUENCES ON UNIVERSITY STAFF MEMBERS RESPONSIBLE FOR IMPLEMENTATION OF ALCOHOL-CONTROL POLICIES A Dissertation Presented by GLENN A.
COCHRAN Approved as to style and content by: ________________________________________________ Dwight E., Professor Chairperson of Committee ________________________________________________ Sherry H. Penney, Professor Member ________________________________________________ William DeJong, Professor, Boston University Member _________________________________________ Jay Dee, Program Director Higher Education Administration Program _________________________________________ Tara L. Parker, Chairperson Leadership in Education ABSTRACT INFLUENCES ON UNIVERSITY STAFF MEMBERS RESPONSIBLE FOR IMPLEMENTATION OF ALCOHOL-CONTROL POLICIES May 2017 Glenn A., Westfield State University M. Bonaventure University Ph., University of Massachusetts Boston Directed by Professor Dwight E.
Excessive college student drinking is a complex problem associated with a range of consequences including deaths, injuries, damage, health risks, legal difficulties, and academic problems. State governing boards, trustees and executives have enacted policies aimed at reducing the negative effects of excessive drinking. This study examined influences on university staff members responsible for implementation of alcohol-control policies. Deeper understanding of factors influencing alcohol-control policy implementation may help leaders improve policy making, implementation and attainment of policy objectives.
This mixed methods study utilized a sequential transformative mixed methods strategy with a quantitative survey, sequenced first, informing the prioritized qualitative multiple case study. Research was conducted at two public universities selected from a single state. In the quantitative phase students (n=1,252) completed a survey measuring iv student support for 33 alcohol-control measures. Staff (n=27) responsible for policy implementation completed a survey estimating student support for alcohol-control measures.
Survey data informed development of the case study interview protocol. In the qualitative phase ten interviews were conducted at each case study site. The study‟s theoretical and conceptual model was based upon Pressman and Wildavsky‟s (1973) implementation framework and Kotter‟s (1996) eight-stage process for leading change. Findings from the quantitative phase of the study revealed strong levels of support for alcohol-control policies at both campuses while staff members generally underestimated student support for alcohol-control policies.
The key findings that emerged after coding case study data included the influences of: (a) executive leadership; (b) leadership transitions and policy saliency; (c) cognition and sensemaking; and, (d) anchoring changes in culture. Student support for alcohol-control policies was found to have no direct influence on staff members responsible for implementation of alcohol control policies. v DEDICATION Dedicated to the memory of those lost to excessive college student-drinking and to all those who have contributed to the difficult work of enhancing student safety and success by enacting and implementing alcohol-control policies. vi ACKNOWLEDGEMENTS This research study marks the end of my journey as a doctoral student.
While the journey has been personally fulfilling and deeply meaningful, the experience was made possible and shaped by many special people I would like to acknowledge. I could not have been more fortunate than to have Dr. Dwight Giles as my advisor, as a faculty member, and as my committee chair. New Englanders know that we have had our share of extraordinary and legendary coaches, but Dwight‟s coaching is second to none.
I am proud to bookend the many dissertations he has chaired at UMass Boston and to have had the opportunity to work with such a caring and compassionate mentor and colleague. I am also deeply appreciative for the support and advice provided by my other committee members, Dr. Sherry Penny and Dr. Sherry shared the wisdom she cultivated from her wealth of experience in higher education leadership, and introduced me to the work of John Kotter and the study of effecting transformational change in higher education.
I am also indebted to Bill DeJong who, in addition to sharing his formidable expertise on college student drinking, provided advice, patient encouragement, and support with an uncanny knack for knowing when it was needed most. It has been nearly impossible for me to adequately explain the impact the higher education doctoral program has had on my professional development. I would like to acknowledge and thank the brilliant and caring faculty members who contributed to my experience. I extend my sincere thanks to Jay Dee, Glenn Gabbard, Dwight Giles, Judy Gill, Keith Motley, Sam Museus, Tara Parker, Sherry Penny, John Saltmarsh, Kati vii Szelenyi, and Jack Fowler for providing such rich teaching and learning experiences.
I would also like to recognize the administrative support and assistance provided by Molly Pedriali and Amy Collinsworth. My experiences in the program were enhanced my fellow doctoral students. We worked hard, worked together, laughed, commiserated, and shared time together that I will always value. I would especially like to acknowledge cohort 2009 - Michelle Sterk Barrett, Jay Carey, Yishiuan Chin, Fernando Colina, Kate Bresonis McKee, Wanda Montañez, Kevin Piskadlo, Alison Rubin, Joanna Ravello, Kimberly Russell, and Sherrod Williams.
This experience would never have been realized without the support and encouragement of past and current colleagues at Framingham State University. Special thanks go out to Susanne Conley for encouraging me to pursue doctoral level study and for sharing her expertise and editorial skills. I would also like to offer special thanks to past President Tim Flanagan for his encouragement when I began the program, Melinda Stoops for her wisdom and encouragement, Dale Hamel for his assistance and insights, and Scott Greenburg who thoughtfully and consistently checked in with me throughout the entire time I was in the program. I also am appreciative for the support provided by my “Framily” colleagues including David Baldwin, Chris Gregory, Ilene Hofrening, Rachel Lucking, Ben Trapanick, Dawn Ross, Paul Welch and many other past and present members of the president‟s council, dean‟s council, and student affairs staff for their support.
A very special thank you goes out to fellow doctoral student and viii Framingham State colleague LaDonna Bridges for her support, advice and encouragement as we advanced through the dissertation process together. Pursuing doctoral studies is a particular challenge for working professionals. I am blessed to have a truly excellent team working with me in the Framingham State Offices of Residence Life, Student Conduct, and Veteran‟s Services. I could not have completed this study and the doctoral program without having such a talented and supportive team holding the fort on those Fridays when I attended classes or engaged in research.
I would like to acknowledge and thank all current and past staff members including Jane Buchanan-Stover, Laurie Carr, David Case, Laura Croteau, Ann Deschamps, Kim Dexter, Marcie Dineen, Amanda Haskins, Johnny Hurley, Jay Hurtubise, Adam Nichols, Rita Bottoni Pisapia, Courtney Shea, Dave Stender, and Terrie Sullivan. Finally, none of this would have been possible without the love and support of my family. My parents, Harry Cochran and Barbara Cochran, set high scholastic expectations, provided positive reinforcement, and helped me value educational attainment from the time I entered first grade through my dissertation defense. For encouraging me to pursue this opportunity, and, for everything it took to see it through, I would like to thank my wife, Christina Cochran.
I can only imagine how difficult it was to be patient and supportive during those challenging periods where progress was slow. I appreciate all the attempts to motivate, cajole, or otherwise work to keep me moving forward. To Ryan, Patrick, Danica, Nicole, Melissa and Jason, I‟d like you to know that I feel so lucky to have a family with such bright, talented, and loving kids. Special thanks go out to Melissa for her assistance with transcription of interviews, to Patrick for lending ix his expertise in writing and editing, and to Danica, Ryan, Jason and Mike for providing the student binge drinking themed photos which were incorporated into my presentation.
You have encouraged me every step of the way and when the effort got tough your exceptional company and my pride in your accomplishments never failed to recharge my batteries. I love you all. Finally, I would be remiss not to acknowledge our four-legged canine family member, Rocco, who was at my side faithfully no matter how late I worked into the night. x TABLE OF CONTENTS ABSTRACT.
vii LIST OF FIGURES. xiv LIST OF TABLES. xv CHAPTER Page 1. REVIEW OF THE LITERATURE.
11 Consequences of Excessive Drinking. 12 Alcohol-Related Deaths. 13 Alcohol-Related Health Risks. 16 Mental Health and Interpersonal Relationship Problems.
22 Large Scale Studies on Excessive Student Drinking. 22 Excessive Drinking and Brain Development. 23 Human Life Span Impact. 24 Culture and Environment.
25 Campus Drinking Culture. 25 Span of Cultural Influences. 29 Context, Sub-Cultures and Other Variations in Excessive Student Drinking. 34 Orientations to Policy Implementation.
35 Policy Development and Implementation Actions. 37 Policy Implementation Considerations. 39 Evaluation of Implementation Actions. 41 Policy Enforcement as an Implementation Action.
42 Influence of Enforcement and Sanctions. 42 Commitment to Policy Enforcement. 46 Environmental Management Strategies. 50 Areas for Further Research.
58 Theoretical and Conceptual Framework. 59 Pressman and Wildavsky. 59 Kotter‟s Framework for Leading Change. 67 Research Design and Methods.
71 Quantitative Research Phase. 76 Survey Design and Methods. 77 Survey Data Collection. 81 Characteristics of Student Survey Sample.
83 Qualitative Research Phase. 84 Case Study Design. 85 Case Study Participant Selection. 86 Case Study Data Collection.
98 Influence on Case Study Interview Questions. 104 Conceptual and Theoretical Framework Themes. 239 Summary of Study. 241 Executive Leaders Set the Tone.
242 Executive Transitions and Policy Saliency. 254 Student Support for Alcohol-Control Policies. 265 Sensemaking and Policy Implementation. 268 Change Anchored in Culture.
277 Recommendations for Future Research. INVITATION TO PARTICIPATE IN STUDENT SURVEY. STUDENT INFORMED CONSENT AND SURVEY. INVITATION TO PARTICIPATE IN STAFF SURVEY.
STAFF INFORMED CONSENT AND SURVEY. CHARACTERISTICS OF STUDENT SAMPLE. INVITATION TO PARTICIPATE IN CASE STUDY INTERVIEW. CASE STUDY INFORMED CONSENT.
AUDIO RECORDING CONSENT. CASE STUDY THEME CODEBOOK. STUDENT SUPPORT FOR ALCOHOL-CONTROL POLICIES. 331 xiii LIST OF FIGURES Figure Page 1.
Implementation Action Delay Model. Kotter‟s Eight-Stage Process for Leading Change. 63 xiv LIST OF TABLES Table Page 1. Site Selection Comparative Data on Undergraduate Enrollment and Resident Student Occupancy.
Site Selection Comparative Data on Undergraduate Enrollment and Demographics. Maximum Variance in Comparative Institutional Data Variables. Student Survey Response. Description of Case Study Participants by University.
Names and Titles of Case Study Participants by University. Atlantic Student Support for Alcohol Control Measures. Western Student Support for Alcohol-Control Measures. Alcohol-Control Measures with Greatest Student Support Differentials by Institution.
Characteristics of Atlantic University Student Sample. Characteristics of Western University Sample. Characteristics of Total Student Survey Sample. Three Level Theme Codebook.
Demographic and Interview Question Codes. Atlantic University Alcohol-Control Measure Support by Students and Staff Estimates of Student Support. Western University Alcohol-Control Measure Support by Students and Staff Estimates of Student Support .