Institutional effectiveness (IE) is required for colleges and universities by the six regional accrediting agencies for education in the United States, but the creation of cyclical, systemic, ongoing IE plans has proven to be a challenge for institutions, and especially for community colleges. The literature indicates faculty resist IE work when it is viewed as being done to meet external accreditation requirements, as a loss of control of autonomy and as a monitoring system of their work, and when it appears as an add-on responsibility that lacks value. The purpose of this action research study was to explore how John Kotter's (1995) eight stage change management model could be applied at a community college to garner faculty buy-in for IE. This qualitative study explored if the application of Kotter's eight stages during a college-wide curriculum mapping initiative influenced 13 academic department chairpersons at Central Community College (CCC) to buy-in to the importance of demonstrating IE. Participant interviews and observations took place during the study to examine if Kotter's model influenced faculty buy-in for IE. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]