This dissertation addresses the need for community college administration to consider the opinions, needs, and perceptions of faculty when instituting educational change. Governments and colleges are tending toward market-driven responses to community needs. Faculty often perceive these business model innovations as short sighted, meant to introduce quick change for popular approval and retention of political power. Faculty tend to lose influence in the move toward running colleges as businesses. The author uses a phenomenological approach to the study, which looks at the context of the field site and the participants, presents case studies from 16 faculty members at 2 Oregon colleges representing all areas of the liberal arts, and culminates in a group discussion with 6 of the original 16 faculty members. Faculty members in the study argued that they were willing to implement changes, but that they expected administration to provide the time and space to talk about change strategies collectively and to plan ahead. Suggestions were that administration include faculty in every step of the change process, listen to what they have to say, incorporate faculty suggestions, and provide faculty with support and recognition. Student needs, rather than the consumer aspect of education, should always be a central priority. (Contains 109 references. Research instrument appended.) (NB)