Journal Articles and Chapters on
Organizational Change and Transformation
(1990 - 2000)

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Acherman, H. A., et. al. (Summer, 1993). Building on external quality assessment to achieve continuous improvement. New Directions for Institutional Research (78), 31-35.

This article looks at a self-study and peer review done by The University of Amsterdam (Netherlands) as part of its requirement to do an external quality assessment. The findings of the self-study include the need for change to be tailored to the discipline and for mutual trust and respect. Success hinges on involvement of all parties, and an understanding of the principles, as well as commitment by management to the process.

Keywords: I. JE; II. E; III. NE; IV. change, quality improvement; V. management systems; VI. SC; VII. NA

Alfred, R. L and P. Carter. (1999). New colleges for a new century: Organizational change and development in community colleges. In Smart, J., (Ed.). Higher Education: Handbook of Theory and Research. Bronx, NY: Agathon Press.

The authors describe the ways in which community colleges must change in both organizational characteristics and structure in order to accommodate new trends in students, competitors, technology and public policy. The chapter begins with a review of the major models of organizational structure and proceeds to an overview of the environmental forces affecting change within institutions of higher education. The authors then examine these forces as they apply to the community college, with particular attention on organizational structure, strategy, and culture. The authors contend that in the future, community colleges will require an organizational structure capable of rapid transformation in order to meet the changing demands of the marketplace. The authors conclude by suggesting the process-based approach to organization as a way of designing colleges to meet future challenges, and provide some specific questions and strategic actions that colleges should consider in order to successfully create a new kind of organization.

Keywords. I. B; II. C, P; III.QL; IV. restructuring, strategy, transformation; V. climate or culture, structure; VI. S; VII. CC.

Alexander, B., et. al. (1997). Changing structure to improve function: One academic health center's experience. Academic Medicine, 72(4), 259-68.

In response to the external pressures of decreased public funding, competition in the health care market, and bureaucracy, the Oregon Health Sciences University decided to change its status from a public university to a private one. This article focuses on those reasons, and the political process they went through for building support for legislation, the key elements of their restructuring process, and the challenges faced and lessons learned during this change.

Keywords: I. JE; II. D; III. NE; IV. change, environmental change, restructuring; V. governance, management systems; VI. SC; VII. NA.

Anderson, R. K. & Fuller, S. S. (1992). Librarians as members of integrated institutional information programs: Management and organizational issues. Library Trends, 41(2), 198-213.

A program to integrate librarians into teaching and administration at higher education institutions (the Integrated Academic Information Management Systems) funded by the National Library of Medicine Organization is described in this article. The roles and relationships that developed among librarians and faculty, and the issues of organization and management that emerged as librarians became integral to teaching and administration are reviewed and discussed.

Keywords: I. JE: II. D; III. NE; IV.environmental change, reorganization; V. academic workplace, management systems; VI. MC; VII. M.

Arms, C. R. (1992). The impact of information technology on universities in the United States. Higher Education Management, 4(3), 293-307.

The use of computer technology on college and university campuses is growing at a tremendous rate, not only in terms of computer-based courses and instructional materials, but also in terms of the operating infrastructure (communications, library services, etc.). The growth in demand for these services is challenging to colleges and
universities as they face this period of retrenchment.

Keywords: I.JE; II. D; III. NE; IV. transformation, technology; V. academic workplace, administration, information technology, resource allocation; VI.S; VII. M

Aune, B. P. (1995). The human dimension of organizational change. Review of Higher Education, 18(2), 149-73.

This qualitative study explores and describes the experiences of faculty and staff at a technical college involved in a statewide initiative to develop innovative models for providing equal opportunities to students with disabilities. The findings suggest meaningful change tended to occur when those involved saw themselves as authors of change rather than its targets. The staff and faculty saw themselves and the situation quite differently depending on how they viewed their role in the change process. The author concludes that during a change causes people feel uncomfortable in new roles, mourn the loss of old ways, and long for concreteness and certainty to replace the ambiguity and uncertainty of the situation. Understanding the human dimensions of change are key to effective integration of purposive change.

Keywords: I. JE; II. E; III. QL; IV. change, strategy; V. administration, faculty; VI. SC; VII. CC.

Austin, M. J. (1997). The peer support group needed to guide organizational change processes. New Directions for Higher Education, 25(2), 57-66.

This article describes how a peer group of deans of social work helped each dean address issues in organizational change. The group of three deans was sustained over a seven-year period. The group allowed the deans to contemplate and to address a variety of change issues their respective colleges of social work were experiencing, including tenure and promotion, selecting senior administrators, dealing with faculty conflict, managing budgets, responding to student concerns, and finding time to consider future directions.

Keywords: I. JE; II. D; III. NE; IV. change, strategy, planning; V. leadership, administration, faculty; VI. N/A; VII. N/A.

Austin, M. J., F. L. Ahearn, et al. (1997). Guiding organizational change. New Directions for Higher Education, 25(2), 31-56.

Three former deans of schools of social work relate their experiences leading organizational change and transformation within their departments. Each case study is used as the basis for discussing leadership approaches used to promote and nurture change processes. The settings are three different universities, each with a unique mission: serving the Catholic community; serving the African American community; and addressing Ivy League community research priorities. Conclusions are drawn from the similarities and differences of the vignettes. Upon arrival each dean engaged in a complex assessment process. This process lead to the setting of expectations and plans of action. Each dean illustrates various roadblocks and mechanisms employed to navigate institutional culture and achieve success.

Keywords: I. JE; II. E; III. QL; IV. change, technology, strategy; V. leadership, mission, climate/culture; VI. MC; VII. M.

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Baker, D.D. & Cullen, J.B. (1993). Administrative reorganization and configurational context: The contingent effects of age, size and change in size. Academy of Management Journal, 36 (6), 1251-1277.

The authors examined administration reorganizations of top-level managers in 200 colleges and universities in a 10-year period. Results showed that organizational age, size and change in size work in specific configurations to affect the change efforts. Specifically, they posited four hypotheses related to the tendency for (1) new young organizations to be more prone to reorganization efforts than older, growing ones, (2) older, second-stage organizations to have lower rates or reorganization than those in first stage, (3) third state organizations to have lower rates of reorganization than first or second stage ones, and (4) declining, small old organizations to have the lowest rates of reorganizations than first, second or third stage organization. The authors theorize that the higher reorganization among small institutions is based on a lack of complexity. However, small, older schools showed more reorganization than small, young ones because of higher rates of decline. Decline was a catalyst for reorganization among small, old colleges but not for small, young one. The authors suggest this may be because administrators in small, young and declining organizations may be unwilling or unable to change courses or other significant elements of the schools to improve performance.*

Keywords: I. JB; II. E; III. QL; IV. change, reorganization; V. administration, structure; VI. MC; VII. M.

Barnett, R. (2000). Reconfiguring the university. In Scott, P. (ed.). Higher education re-formed. New York: Falmer Press. 114 - 129.

As opposed to specific "labels" for the twenty-first century university ( "virtual," "corporate," "service"), the author contends that the future university must embrace all categories and be prepared to face the "challenges to humanity" that the new age brings. This "university for supercomplexity" is characterized by the development of new frameworks for understanding ourselves and the world around us, the preparation of students to make "purposeful interventions" within a supercomplex world, and its civic role in this world. The author provides descriptions of the leadership, research and teaching functions of the university of supercomplexity. The author concludes by stating that universities must abandon "idea as an emblem" and assist in helping people "revel in uncertainty" which characterizes the modern age.

Keywords. I. B; II. C, P; III. NE; IV. restructuring, transformation; V. mission; VI. SA; VII. M.

Barrow, C. W. (1996). The strategy of selective excellence: Redesigning higher education for global competition in a postindustrial society. Higher Education, 31(4), 447-69.

This article employs a case study of the restructuring of the Massachusetts system of higher education to argue for adoption of a strategy that Barrow calls "selective excellence." Barrow asserts that the higher education industry can overcome its current fiscal crisis, created by a post-industrial economy, and answer calls from business and political leaders that universities help meet the challenges of increased global competition by implementation of this "selective excellence" strategy. Selective excellence is being implemented through system-wide combinations of institution-specific responses to market forces and by a renewed emphasis on strategic planning at the state, regional and national levels. Barrow notes four distinct strategies that are being employed to effectuate selective excellence: 1) a shift from institutional emulation to differentiation, 2) a shift from basic research to applied research and development, 3) a shift toward multidisciplinary and interdisciplinary studies, and 4) a shift from department-based research activities toward organized research units such as centers and institutes.

Keywords: I. JE; II. D, P; III. NE; IV. change, quality improvement, planning; V. administration, resource allocation, faculty; VI. N/A; VII. R, C.

Barrow, C. W. (1993). Will the fiscal crisis force higher education to restructure? Thought and Action, 9(1), 7-24.

In this 1993 article, the author concludes that American higher education is beginning a transformation that would rival that which occurred at the end of the nineteenth century. We are facing a significant financial crisis based on current data on higher education finance, but have been slow in recognizing the depth of this crisis.

Keywords: I. JE; II. E; III. NE; IV. change, transformation, planning; V. resource allocation, structure; VI. N/A; VII. N/A.

Bell, D. J. & Bracken, J. D. (1992). Combining "Peopleware" and "Software" in the admissions office: A case study in change. College and University, 67(2), 151-59.

The authors describe the reorganization of the admissions office at Brigham Young University into "teams", and the building of a computer software system to support them. Productivity, as measured by output of processed and completed applications, increased under this new structure, as workers' sense of responsibility increased.

Keywords: I. JE; II. D, E; III. QL; IV. change, quality improvement, technology; V. administration, climate/culture, management systems; VI. SC; VII. R.

Benjamin, R. and S. J. Carroll (1996). Impediments and imperatives in restructuring higher education. Educational Administration Quarterly, 32, 705-719.

Restructuring in higher education is effectively obstructed by basic assumptions built into the governance model. Three areas are cited that all involve the lack of clear evaluative processes in determining the allocation of resources. First is the lack of a basis for evaluating the merits of different disciplines. Second, there is no basis for evaluating the relative merits of academic programs and activities at different institutions. Third, there is a lack of basis for evaluating the merits of institutions' diverse missions. The author describes other obstacles to effective governance and gives suggestions for how the structure of higher education governance can be redesigned.

Keywords: I. JE; II. C; III. NE; IV. restructuring; V. academic workplace, governance, resource allocation, structure, VI. S;
VII. NA.

Bensimon, E. M. (1993). New presidents' initial actions: Transactional and transformational leadership. Journal for Higher Education Management, 8(2), 5-17.

This article highlights the effects of new presidents on their institutions. Based on the comprehensive results and comparison of two case studies, Bensimon offers leadership strategies to new chief administrators. In one case study, the new president was effective in creating satisfaction and improving morale on campus by developing the human resources on campus. While in the other study, the new president initially focused on improving the features and structure of the physical plant of the institution. Although they both experienced initial approval of their leadership, this study concluded that new leaders should use a combination of these two strategies.

Keywords: I. JE; II. D, E; III. QL; IV. transformation, change; V. leadership, structure, climate/culture; VI. MC; VII. LA.

Bernbom, G., et. al. (1992). Academic information systems: From segregation to integration. Cause/Effect, 15(1), 9-14,25.

The authors describe the process of integrating an Administrative Information System (AIS) across diverse technology platforms at Indiana University. The university's experiences give guidance and suggestions for other universities planning on implementing an Administrative Information System on their campus.

Keywords: I. JE; II. D; III. QL; IV. planning, technology; V. academic workplace, information technology; VI. SC; VII. R.

Birnbaum, R. (1991). How to improve campus productivity. AGB Reports, 33(3), 6-11.

Rigid formulas that require brute force or threats of intervention are unlikely to work at academic institutions trying to increase efficiency and quality. Two separate institutions were reviewed by the author who gives us ten different ways to improve academic productivity.

Keywords: I. JE; II. P; III. QL; IV. quality improvement, reform; V. academic workplace, systems; VI. MC; VII. NA.

Birnbaum, R., B. Alexander, et al. (Fall, 1991). The latent organizational functions of the academic senate: Why senates do not work but will not go away. New Directions for Higher Education (No. 75 Faculty in Governance: The Role of Senates and Joint Committees in Academic Decision Making), 19(3), 7-25.

This discussion of faculty senates examines both the latent and manifest functions senates are presumed to and actually play in college governance within four organizational models: bureaucratic, collegial, political, and symbolic. While many complaints of the ineffectiveness of faculty senates are attributed to a failure to produce concrete results, the organization remains because it fulfills important latent functions. These include the role of the senate as a symbol, status provider, a "garbage can and deep freeze," attention cue, personnel screening device, organizational conservator, ritual/pastime, and as a scapegoat. Any notions of change or elimination of the faculty senate model must be undertaken carefully so as not to disturb either manifest or latent organizational functions.

Keywords: 1. JE; II. C ; III. NE; IV. change, faculty, strategy; V. administration, governance; VI. N/A; VII. N/A.

Blight, D., David, D. & Olsen, A. (2000). The globalization of higher education. In Scott, P. (ed.). Higher Education Re-Formed. New York: Falmer Press. 95 - 113.

Focusing primarily on Australia and the Near East, the authors review projected demand for domestic, international and offshore education and the technical, research and accreditation/quality assurance issues which will be required for this growth. Multicultural and diversity aspects of a globalized educational system are discussed.

Keywords. I. B; II. P; III. BT; IV. Environmental Change, Technology; V. Climate or Culture, System; VI. S; VII. M.

Borel, S. and N. Vincent (1995). Transitioning technology: Changing the culture at Syracuse University. Cause Effect, 18(3), 39-46.

Borel and Vincent use a case study of Syracuse University's transition of its administrative computing applications from a mainframe to a client/server environment to identify the cultural challenges that arose in the way that both the Information Systems (IS) organization and its clients work. Among the challenges that were addressed by the cultural initiatives were: a) restructuring the IS organization; b) retraining existing technical staff; c) training IS clients in the new technology and in how to interface with the new IS organizational structure; and d) developing new ways for IS to do business with its clients. Three important initiatives have been implemented to facilitate the transition for IS clients: 1) a network subscription service enabling departments to subscribe to only the services they need without having to bear the financial or personnel resource expenses needed to maintain a network; 2) help-desk software to answer client questions on-line; and 3) an office technology support group to provide a personal touch in answering client questions about the new technologies. Borel and Vincent conclude that, "as we plan for the future we can no longer apply the words long-term to our
computing solutions, that our plans must remain flexible" (p. 46).

Keywords: I. JE; II. D, E; III. NE; IV. change, technology, restructuring; V. climate/culture, administration, information technology; VI. N/A; VII. R.

Brand, M. (1992). Undergraduate education: Seeking the golden mean. Educational Record, 73(4), 18-26.

The conflict between research and undergraduate teaching is more a result of how institutions perceive and value these activities, and how organizations are structured to reflect these attitudes. Renewed commitment by faculty and graduate students to the home campus, evaluating and rewarding excellence in teaching, and institutional restructuring are seen as remedies to the conflict.

Keywords: I. JE; II. D; III. NE; IV. restructuring; V. academic workplace, faculty; VI. S; VII. NA.

Branin, J. J., et al. (1994). Integrating information services in an academic setting: The organizational and technical challenge. Cause/Effect, 17(3), 26-31,36-37.

A long term study of technical and organizational integration at the University of Minnesota's Integrated Information Center, shows that after six years, good progress was made in the technological issues surrounding the support and delivery of information services, but challenges remain with organizational issues.

Keywords: I. JE; II. D, E; III. NE; IV. change, strategy, technology; V. administration, information technology; VI. N/A; V. R.

Breuder, R. L. (1996). Merger: The opportunities and challenges of institutional partnership. Educational Record, 77(1), 46-52.

This brief article describes some of the advantages and problems experienced by Williamsport Area Community College (which became Penn College) after it merged with Penn State. Written by the Penn College's president, the article describes the inadequate resources of the institution prior to the merger, and the improved management, increased enrollments and potential recruiting pool, and enhanced revenue stream which resulted from the merger. The author indicates that the college has been able to maintain its autonomy while drawing on the advantages of the numerous resources available to Penn State. Chief among the college's post-merger problems are 1) issues of funding equity between Penn State and Penn College's programs; 2) the concerns that the larger institution will eventually impose its procedures on Penn College; and 3) concerns that the larger institution will eventually dictate Penn College's curricular offerings.

Keywords: I. JE; II. D, E; III. QL; IV. merger; V. alliances/partner; resource allocation, curriculum; VI. SC; VII. R, CC.

Brigham, S.E. (1996). Large scale events: New ways of working across the organization. Change, 28 (6), 28-39.

Current changes in colleges and universities are less about power than they are about culture. Traditional, top-down approaches to change are not able to reach the culture of an organization. Accordingly this article offers an alternative through the use of systems thinking and large-scale events. "Large-scale events aim to engage an organization's full range of stakeholders in longer, collaborative tasks of introspection and choice-making, all the while building new understandings and relationships among them." The author provides examples in higher education of five types of large-scale events: future searches, open space technology, interactive design, homegrown, and great teaching seminars. Additionally, three other events that have found wide use outside of higher education are discussed - real-time strategic change, the conference model, and "work out". The success of large-scale events on campuses is largely dependent upon flexible, risk-taking leadership; the creation of the right conditions for learning; and a strong sense of community and common enterprise.*

Keywords: I. JE; II. D; III. QL; IV. change, strategy; V. academic workplace, culture, leadership; VI . MC; VII.M

Brigham, S. E. (1993). TQM: Lessons we can learn from industry. Change, 25(3), 42-46,48.

Before higher education proceeds with the Total Quality Management (TQM) approach, it should examine both mistakes and accomplishments by previous business sector users and then create its own model for appropriate and effective application. Qualities that lead to industry TQM failure include: 1) lack of leadership investment and championing the cause, 2) some middle managers are confused by TQM or resistant to change, 3) employees can be brought into the fold too early, and 4) some companies failed to place the customer at the center of the project. Qualities that lead to successful implementation of TQM include: 1) concentrating on the basics, 2) benchmarking only immediate competitors, 3) becoming more responsive to the customer, 4) integrating TQM into both long and short term strategies, and 5) ensuring dedication to implementation and follow through.

Keywords: I. JE; II. P; III. NE; IV. change, strategy; V. information technology; strategy; administration; VI. N/A; VII. N/A.

Bullock, K & Scott, B. (1992). Evaluating an innovation. Assessment and Evaluation in Higher Education, 17 (2), 111-126.

This article describes evaluative techniques employed to, (1) prove the quality of, (2) improve the quality of, and (3) understand the innovative process of the EATE (Enterprise Awareness in Teacher Education) program at the University of Bath. Taking into account the complexity of the change process the authors recommend several steps in the evaluation process, beginning with designing the evaluation and ending with analysis of the data. The article states that evaluation of innovations should be utilized to enhance their effectiveness and sustain the innovation.*

Keywords: I. JE; II. D, P; III QL; IV. change, quality improvement; V. academic workplace; VI. SC; VII. R

Burkhardt, J. (1994). Getting to yes on a merger. Planning for Higher Education, 22(3), 19-24.

Burkhardt provides a description of merger deliberations among the University of Detroit, Mercy College, and Marygrove College, which eventually resulted in a merger of the University of Detroit and Mercy College. The article aims to inform readers about higher education mergers from the perspective of individuals responsible for institutional planning. After providing some historical background of the institutions, Burkhardt describes the difficulties the institutions faced in moving forward with the merger. The merger process was jump-started when key campus leaders were able to agree on a mission for the proposed merged institution. A general description of the tedious process of determining the organizational structure of the merged institution is provided.

Keywords: I. JE; II. D, E; III. NE; IV. change, merger, planning; V. administration; VI. N/A; VII. C.

Burton, J. L. (1993). Hopping out of the swamp: Management of change in a downsizing environment. Business Officer, 26(8), 42-45.

In an era of declining resources, Arizona State University used aspects of Total Quality Management (TQM) to develop a model for managing the administrative services function. Eight steps discussed are clarifying administrative unit functions, unit self-examination, establishment of program priorities, environmental scanning, creation of an infrastructure to manage change, organizational communication, implementation, and provision for appeal.

Keywords: I. JB; II. D; III. NE; IV. change, environmental change, planning; V. administration, management systems; VI. SC; VII. R

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Cameron, K. & Whetten, D. (1983). Models of the organizational life cycle. Review of Higher Education, 6(4).

Cameron and Whetton examine some of the reasons for a loss of resiliency in colleges and universities. They discuss pressures confronted by some institutions of higher education to become less flexible and more conservative when dealing with threatening environmental conditions. To illuminate their points, the authors discuss research findings from several investigations of institutional adaptation to decline. They subsequently discuss organizational life cycle models and their relevance to higher education. They concept of organizational life cycle is discussed, and a summary model of the organizational life cycle offers direction for analyzing institutional adaptation and change. The authors describe two primary implications of life cycle models for higher education: how an understanding of organizational life cycle models can help institutions maintain adaptability under changing environmental conditions; and that appropriate institutional responses to various challenges will differ depending on the life stage of the organization.

Keywords: I. JE; II. D, P; III. NE; IV. change, environmental change; V. academic workplace, administration; VI. S; VII. M.

Cameron, K. S. & Smart, J. (1998). Maintaining effectiveness amid downsizing and decline in institutions of higher education. Research in Higher Education, 39(1), 65-86.

U.S. institutions of higher education are experiencing "unprecedented levels" of downsizing, cutbacks, and decline. This activity mirrors the prevalence of downsizing in private sector corporations. Private sector downsizing often has negative effects, leading to this research question: "Does financial decline and downsizing in higher education also lead to organizational ineffectiveness?" 334 institutions were studied and contrary to the posed question; declining or abundant resources had no effect on organizational effectiveness. Nine dimensions of effectiveness are grouped into three broad domains: morale, academic, and external adaptation. Organizations in decline that also developed the "dirty dozen" attributes tended to perform less effectively, however. The "dirty dozen" include: centralization of decisions, crisis mentality, less innovativeness, resistance to change, decreasing morale, politicized interest groups, across-the-board cutbacks (not prioritized), loss of trust, increasing conflict, restricted communication, lack of teamwork, and scapegoating of leaders. Implications for managing in these conditions are discussed.

Keywords: I. JE; II. E; III. QL; IV. change, environmental change, planning; V. administration, management systems, resource allocation; VI. SU; VII. M.

Cameron, K. S. & Tschirhart, M. (1992). Postindustrial environments and organizational effectiveness in colleges and universities. Journal of Higher Education, 63(1), 87-108.

This study delves into the question what management strategies and decision processes are effective in mitigating the expected negative effects of postindustrial environment within institutions of higher education? Grounded in a survey conducted of 331 institutions (126 public and 205 private), variables measured included questions on organizational effectiveness, decision-making processes, management strategies employed, and measures of postindustrial characteristics. These authors find that attributes of the postindustrial environment--scarcity of resources, competitiveness, and turbulence--are negatively associated with the effectiveness of four-year colleges and universities. Participative decision making, domain offense strategies, and political decision processes appear to mitigate most strongly the environmental effects. Recommendations for implementing a domain offence and participative and political decision-making are made.

Keywords: I. JE; II. P; III. BT; IV. environmental change, strategy; V. administration, leadership, management systems; VI. SU; VII. M.

Carfagna, R. (1997). Collaboration and administration of the core curriculum. Journal of General Education, 46(1), 56-68.

The author focuses on principles of curricular and academic change including the relationships and collaboration processes that develop among faculty and academic services staff, as well as between the academic side and other offices including admissions, public relations, development, alumni and student services personnel.

Keywords: I. JE; II. D; III. NE; IV. change, planning; V. academic workplace, curriculum; VI. MC; VII. MC.

Carroll, M. E., et. al. (1992). The politics of places in the chart. College Teaching, 40(1), 9-13.

The author states that even minor changes in the college curriculum can have significant effects on the organization of an institution, and on faculty and administrator roles. This is true especially when changes happen across disciplinary boundaries. The article outlines eight kinds of organization change, and offers a list of issues to be considered surrounding change in these areas.

Keywords: I. JE; II. E, C; III. NE; IV. change, strategy; V. academic workplace, administration, curriculum; VI. N/A; VII. N/A.

Carter, P. (1998). Planning for transformation in the new market. Community College Journal of Research and Practice, 22, 381-399.

This article examines the role of planning in the institutional transformation process. The author differentiates between two types of planning: activity planning, which fails to produce demonstrable outcomes; and impact planning, which ultimately produces positive outcomes. Activity and impact planning are examine in four areas: objectives, design, processes, and outcomes. The author offers questions and considerations for each area in order to assist colleges with the planning process.

Keywords: I. JE; II. C, P; III. QL; IV. planning, transformation; V. academic workplace, climate or culture; VI. S; VII. CC.

Chan, S. S. (1995). Strategies for restructuring IT organizations. Cause Effect, 18(3), 13-19.

Integrating information technology and service functions into a new division is the focus of this article. In 1993 DePaul University consolidated fragmented services and achieved a unified direction that was more closely aligned with the goals of the university. The study looks at the first 18 months of this project, and discusses framework, strategy and experiences.

Keywords: I. JE; II. D; III. NE; IV. change, reorganization, technology; V. administration, information technology; VI. SC; VII. R

Chance, W. (1995). Is taxonomy planning's biggest obstacle? Planning for Higher Education, 23(2), 1-4.

The author states that the strict classification of institutions of higher education may be hindering change and innovation. Accrediting agencies are adversarial in matters of change and experimentation, and greater flexibility and diversity is necessary in planning at the institutional level.

Keywords: I. JE; II. E, P; III. NE; IV. change, planning, strategy; V. administration, governance, leadership; VI. N/A; VII. N/A.

Checkoway, B. (1997). Reinventing the research university for public service. Journal of Planning Literature 11 (3), 307-319.

The author discusses how research universities can be reinvented for public service. Using research and examples from academia, the process of reconceptualization and reinvention is analyzed. Obstacles to the process of change are identified as well as ways to deal with them. The article begins by examining the existing states of research universities and then recommends ways to "reinvent" the research university. Checkoway recommends formulating a strategy, reconceptualizing research, making knowledge more accessible, mobilizing internally/externally, involving the faculty, modifying the reward structure, integrating service learning, recognizing consultation and technical assistance, involving the community, changing the culture and providing leadership.

Keywords: I. JB; II. E. P; III. QL; IV. change, environmental change, transformation; V. leadership, climate or culture; VI. MC; VII. M.

Chermak, G. L. D. (1990). Cultural dynamics: Principles to guide change in higher education. CUPA Journal, 41(3), 25-27.

The author suggests that understanding culture is a key ingredient to fostering positive change on a college campus. Several principles that are fundamental to efficient organizational change and attainment of a shared vision of the institution were developed during a yearlong analysis of organizational culture at a public state university. Twelve principles addressing imperatives for change and eight principles underlying the attainment of the institutional vision are listed. The author concludes by suggesting that further research is necessary to test the efficiency and merit of the principles.

Keywords: I. JE; II. E, P; III. QL; IV. change, strategy; V. mission, climate/culture; VI. SC; VII. C.

Cherrey, C. (1990). Understanding and shaping organizational culture. Campus Activities Programming, 22(9), 60-64.

The purpose of this article is to attempt to answer these questions: Can the culture of a higher education institution be changed and if so how? Based on a review of the literature, Cherrey presents a logical, rational answer to these questions. Relying most heavily on the work of Kilman and Saxton (1983) and Allen (1985), this review discusses the identification of norms within a culture and alternative views of change. Cherrey states that although changing culture is difficult, it can happen. She suggests that the norms are key to the change process because they are more easily changed than other aspects of culture. According to Cherrey, the heart of culture are the norms and the accompanying behaviors and language that give evidence of those norms. Change, therefore, involves articulating new norms accompanied by new expectations while engaging in new language and
behaviors that correspond to them.

Keywords: I. JE; II. D, E; III. NE; IV. change; V. climate/culture; VI. N/A; VII. N/A

Clark, B. R. (1996). Substantive growth and innovative organization: New categories for higher education research. Higher Education, 32(4), 417-20.

While most comparative higher education research focuses on the transition from elite to mass education, two other aspects deserve study: substantive academic growth, with roots in the research imperative and the dynamics of disciplines; and innovative university organization, a concern among practitioners as universities seek greater capacity for change. Understanding of these areas will help universities make wiser choices.

Keywords: I. JE; II. C, P; III. NE; IV. change, strategy, planning; V. curriculum, systems, structure; VI. N/A; VII. R.

Coleman, E. (1997). Leadership in the change process. Liberal Education, 83(1), 4-11.

This piece is adapted from a keynote address given by the author (then President of Bennington College). She describes the process by which the campus community responded to fiscal exigencies that provided a catalyst for institutional transformation. As leaders of the college, the Trustees engaged in an institutional symposium for a year and a half and issued a report addressing some significant questions in liberal education, including pressures for political correctness, the relativity of truth, individual responsibility, uses of technology, and costs of higher education. The author identifies several keys by which campus leadership must guide institutional transformation. These included the notions that a) ideas, more than financial considerations must drive change; b) sweeping transformation must engage the entire community; c) new technology may not always lead to solutions; and d) leaders are required to make some difficult decisions.

Keywords: I. JE; II. D; III. QL; IV, change, strategy, planning; V. leadership, governance, resource allocation; VI. SC; VII. LA.

Cooper, J. and K. Kempner (1993). Lord of the Flies Community College: A case study of organizational disintegration. Review of Higher Education, 16(4), 419-37.

This article applies the interpretive case study method to "Lord of the Flies Community College," a pseudonym for a community college in which a concurrent loss of all its top leadership left it in a state of chaos. Cooper and Kempner conduct a review of the organizational culture and critical theory literature followed by a case study applying participant observation and individual interview techniques in an attempt to determine what aspect of the culture holds an institution together - its mission, its values, bureaucratic procedures, or strong personalities? The authors arrived at three implications for institutional leaders: 1) institutional culture plays a critical role in organizations; 2) though higher education leaders are important change agents in the institution, they are nonetheless merely participants in the organization's reality; and 3) since leaders are participants within the culture rather than managers of culture, they must understand their moral obligations to respect the dignity of other cultures and subcultures within their organization and their right to peacefully coexist within the democratic society of the institution.

Keywords: I. JE; II. D, E; III. QL; IV. change; V. leadership, climate/culture, governance; VI. SC; VII. CC.

Cowan, R. B. (1993). Prescription for small-college turnaround. Change, 25(1), 30-39.

The author, a consultant specializing in the title's subject, describes both the "signs of trouble" and "the turned-around college." "Five requisites for turnaround" are offered. A willing president is needed to lead the change. A collaborative process is required that includes the wide membership of the institution's community. Comprehensive change must be consistent with the college's "character", including its history, mission, student/faculty demographics, and other factors. Changes must be "operationally effective," that is the operating performance of departmental units' key processes must not be degraded through the changes. And leaders should maintain optimism and energy within the college community through the use of symbolic actions that strengthen and give meaning to the changes being undertaken. These five requirements are each discussed in detail, based on the author's experience; no references are included.

Keywords: I. JE; II. D, E; III. Ql; IV. change, strategy; V. climate/culture, systems, leadership; VI. MC; VII. LA.

Cowen, S. S. (1994). Preparing the organization for curricular change. Selections, 10(3), 1-7.

From the abstract, "Promoting awareness of the need for curricular change, initiating the process, and seeing it through are best accomplished within the context of a comprehensive, long-term strategy for transforming the organization." This article is based on the case experience from Case Western Reserve University's Weatherhead School of Management's efforts to change its curriculum. In the seven years that had elapsed between the initial discussions of curricular change and the actual implementation of the change process, several lessons were learned. The author's claim for "lessons learned" as the plan for organizational change was developed are: adopt an outside-in perspective, build on an intrinsic vision, establish a collaborative approach, challenge convention and tradition, focus on substance not form, and provide multifaceted leadership. The author claims these principles are not unique only to institutions of higher education, but they are applicable across a wide range of organizations.

Keywords: I. JE; II. D, E; III. QL; IV. change; V. academic workplace, curriculum, leadership; VI. SC; VII. R

Cunliff, E., et. al. (1993). A study in change: The integration of planning and budgeting at Central Oklahoma. Business Officer, 26(8), 32-36.

This brief article describes how the University of Central Oklahoma integrated its planning and budget processes, shifting the focus from the budget itself to a goal-oriented, team management process. Authors note that the roles of faculty senate and deans in the change process continue to evolve. Additionally, they discuss the barriers to change both within and outside the institution.

Keywords: I. JE; II. D; III. change, planning, quality improvement; V. resource allocation, faculty, governance; VI. N/A; VII. C.

Cyert, R.M. (1993). Universities, competitiveness and TQM: A plan of action for the year 2000. Public Administration Quarterly, 17 (1), 10-18.

To be relevant to society, universities must grapple with the problems that are significant to society. Today, societies throughout the world are addressing the concept of competitiveness. Universities can contribute to increased competitiveness in three different ways: (1) in their education; (2) in their research; and (3) in their internal management behavior. Total quality management (TQM) is a management philosophy that has spread throughout the world. Unfortunately this revolutionary change goes unrecognized in academic. The authors feel that it is quite possible that American higher education will lose its quality advantage over other countries due to complacency.*

Keywords: I. JS; II. D, P; III. QL; IV. change, transformation; V. academic workplace, management systems; VI. S; VII.M

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