EDUC 875 Managing Change and Transformation in Higher Education Institutions
Fall 2001

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This seminar examines the nature of macro-organizational change and transformation in higher educational institutions. The focus is on understanding how colleges and universities balance internal pressures and external forces for change in both their academic and administrative functions, how they develop and manage the change process and how they maintain or enhance institutional quality and viability while doing so. The objectives of the seminar allow for exploration of what is known and what is not known about institutional change and transformation, for developing a framework for understanding these processes, and for exploring the implications for guiding institutions in the future.

SEMINAR PURPOSES

This seminar has three primary purposes or objectives:

  1. To examine the various theories, models, strategies and approaches to change and transformation in higher education.
  2. To develop a framework for understanding how these processes can guide macro-change or transformation efforts that improve an institution's educational and/or managerial capacity.
  3. To develop skill in applying, analyzing and guiding complex institutional change and transformation dynamics.

RATIONALE FOR THE SEMINAR

Higher educational institutions have adapted to a variety of issues and conditions that have required innovation and change over the past four decades

  • growth and expansion of institution
  • the formation of consortia and other cooperative interinstitutional associations
  • the rise of coordination and governance systems
  • the design of interdisciplinary academic structures
  • expanded enrollment and access patterns
  • the emergence of new professions and fields of study
  • new resource and funding patterns (including resource reduction)
  • the creation of new patterns of academic outreach and applied research or service
  • the development of new processes of academic and institutional management
  • and the addition of new cadres of professional and administrative staff
The list could go on.

Innovation and change are not new to higher educational institutions. There is also a rich tradition of studying these particular institutional innovations and changes. Two things about these change efforts stand out:

  1. They are often segmental changes or micro-organizational changes in a particular part of our institution
  2. They have only marginally affected the basic educational mission and delivery system of our institutions.

However, as we approach the 21st Century, the demands for institutional change appear more comprehensive. They suggest the need for transformation and change - change that affects both the macro and micro elements of our institutions.
The challenges facing institutions are extensive and intertwined:

  • The advent of telecommunications and computing technology both as a learning resource and a delivery system.
  • The rapidly expanding demand of new adult markets for professional and personally useful postsecondary learning
  • The continued press for diversity and new modes of multiculturalism
  • An expanded focus on higher education's role in economic development
  • The globalization of teaching/learning and research networks and the potential of global institutions or networks
  • The entry of telecommunications, training and development, and entertainment and other types of firms into the delivery of postsecondary education services
  • The increasing revenue-cost constraints.

Some have argued that institutions are no longer facing a series of challenges but that they are intertwined - representing the emergence of a postsecondary knowledge industry requiring a more complex institutional change or transformation process. In this context, institutions need to understand how the postsecondary industry or competitive market is changing and consider the organizational, managerial and academic implications for their institutions. Guiding institutional change may involve redesigning or transforming them.
Such change may include:

  • redefining the institution's mission, role, clientele, and external relationships.
  • restructuring their academic enterprise.
  • reorganizing their primary delivery and academic management support systems.
  • renewing or recreating an academic work place culture to support the enterprise.
In effect to transform the institution.

INTENDED AUDIENCE

This seminar is designed as an advanced seminar for students interested in an in-depth exploration of organizational change and transformation in higher educational institutions. It is intended for advanced doctoral students in higher education who are in the organizational behavior concentration and for those from other higher education concentrations who have a strong interest in the topic and have completed ED 761, Higher and Postsecondary Institutions and Complex Institutions. It is also appropriate for doctoral students from other programs who have a background in organizational behavior and a good understanding of the organizational and administrative patterns in college and universities.

SEMINAR PROCEDURES

This seminar focuses both on developing a conceptual understanding of organizational change and transformation and on applying that knowledge in analyzing or guiding institutional change efforts. As an advanced seminar it requires involvement designing some sessions, in synthesizing and presenting material and in engaging in projects which apply the information. It is expected that each student will contribute to all aspects of the seminar.

The seminar will be organized around major topics but individual sessions will involve:

  • background reading
  • discussions
  • student designed sessions and presentations
  • guest visitors and case studies
There may be one or more field trips.

WRITTEN PROJECTS

In addition to preparation for and participation in the seminar sessions, students are expected to complete a major written assignment. The major paper may be done individually; however, groups of two or three students are encouraged to develop a joint project.. It is intended that these will be of publishable quality and may be used as part of the Kellogg Forum on Higher Education Transformation (KFHET) dissemination effort. Professor Peterson will provide guidance and critique.
Possible projects include:

  1. Teaching Case Study of a macro-change or transformation effort by an institution or major academic or administrative unit. This is especially appropriate for students who have taken ED 880, Case Studies in Higher Education Management, or who have experience using case studies for pedagogical purposes.
  2. Prepare a Working Paper on a Transformation Topic or Issue. This is a literature based paper which examines what is known on the topic. It is intended for an audience of higher education faculty and students and institutional leaders interested in guiding transformation efforts on their own campus. It should include:
    • an overview of the topic
    • synthesis of the literature (especially research based)
    • a framework for understanding the topic
    • advice for how this information can assist a transformation effort
    • a brief annotated bibliography of three to five works for those who want to pursue it in greater depth.

RADING

This advanced seminar is graded pass-fail. Students are expected to prepare for and participate in all sessions. Contributing regularly to class discussion, periodic presentations and designing a seminar session are all critical dimensions of the seminar. Students' written projects are expected to be suitable for publication.

SOME PRIMARY REFERENCE TEXTS

Clark, B.R. (1998) Creating Entrepreneurial Universities: Organizational Pathways of Transformation. New York: Pergamon Press.
Peterson, M.W. , Dill, D.D., and Mets, L.A. (Eds.), (1997). Planning and Management for a Changing Environment, San Francisco: Jossey-Bass.

OTHER REFERENCE LISTS:

CSHPE Higher Education Transformation Work Group (1999). Change and Transformation in Higher Education: An Annotated Bibliography. Second Edition: 2001.

TENTATIVE SEMINAR TOPICS

Sept. 6 Seminar Overview and Expectations: KFHET an Kellogg Forum Perspectives

Sept. 13 The Nature of Organizational Change and Transformation: Key Questions Discussion of Seminar Projects

Sept. 20 Patterns of Societal, Industry and State System Change Case Study: Olivet College (x)

Sept. 27 Organizational - Environment Theories: Implications for Institutional Change and Transformation
Course Project: Case Study or Working Paper Indentified. Student Designed Sessions Assigned.
Case Study: Olivet College (y)

Oct. 4. Institutional Theories and Models: Implications for Chane and Transformation
Case Study: Olivet College (y)

Oct. 11 Planning and Planned Changed Strategies.

Elements of Organizational Change and Transformation (student Designed Sessions):

Oct. 18 Redefining Mission, Vision and Institutional Role

Oct. 25 Realigning External Relations: Mergers, Alliances, Partnerships, Networks

Nov. 1 Restructiong Academic and Management Functions: New Models of Organization

Nov. 8 Reorganizing the Delivery of Instruction, Research, and Service
(Book Annotations Due)

T.B.D. Recreating an Academic Work Culture

Nov. 22 No Class Thanksgiving

Critical Levers for Change and Transformation (student Designed Sessions):

Nov. 29 The Role of Leadership in Organizational Change and Transformation

Dec. 6 Resource Strategies for Institutional Change
(Draft of Case Study or Working Paper Due)

Dec. 13 Institutional Research and Policy Analysis As Change Elements

Dec. 20 Sharing Seminar Projects. Major Projects Due.