This study explores how a community college successfully implemented and sustained the use of student learning outcome (SLO) assessment data to improve institutional quality. Utilizing interpretivist exploratory case study methodology, the research examines a community college recognized for its excellence in assessment practices by the National Institute for Learning Outcomes Assessment (NILOA). The theoretical framework used to ground this research is Ivancevich et al.’s (2014) Model of Organizational Change, while the conceptual framework utilized is Bolman and Deal’s (2017) Four Frames Model. Data collection included semi-structured interviews with faculty, staff, and administrators.Findings from this study reveal three overarching themes critical to the success of the initiative: (a) managing conflict and resistance, (b) the role of integrated leadership in driving change, and (c) building a culture of assessment through collaboration and inclusivity. Practical implications emphasize the need for institutions to create systems of peer support, align assessment practices with institutional missions, and train leaders in multi-frame analysis to navigate organizational complexity. These findings provide actionable insights for institutions, similar to the one studied in this dissertation, striving to close the assessment loop and improve student success through evidence-based decision making.
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