Journal Articles and Chapters
on
Organizational Change and Transformation
(1990 - 2000)
A_B_C_D_E_F_G_H_I_J_K_L_M_N_O_P_Q_R_S_T_U_V_W_X_Y_Z
Back to Bibliography
Table of Contents
Daoud, A., et. al. (1996). Research and
planning: Educating the campus community for institutional change
and student success. Metropolitan Universities: An International
Forum, 7(2), 41-50.
A pro-active approach to supporting change is used by the Institutional
Research and Planning Office at City College of San Francisco
(California). The office actively disseminates information to
the campus, gathers faculty and staff responses, and provides
leadership throughout the planning process by promoting communication
and trust.
Keywords: I. JE; II. D; III. NE; IV. change, planning; V. academic
workplace, administration; VI. SC; VII. CC.
Davies, J. L. (1997). The evolution of university responses
to financial reduction. Higher Education Management, 9(1), 127-40.
In July 1993, DePaul University integrated its information technology
and service functions under a new division of University Planning
and Information Technology, consolidating formerly fragmented
services to achieve a unified direction for information technology
closely aligned with university goals. This case study discusses
the framework, process and strategies used, and experiences of
the first 18 months. It also examines the nature and characteristics
of the phenomenon of retrenchment in universities and systems
since the late 1970s. Five categories of financial reduction are
identified, giving special attention to the situation of financial
reduction coupled with increased demand and to approaches characterized
by restructuring. Finally, the article discusses consequences
for university culture and appropriate leadership patterns.
Keywords: I. JE; II. D, E; III. NE; IV. change, strategy, restructuring;
V. resource allocation, administration, climate/culture, leadership;
VI. N/A; VII. N/A.
Dawson, B. L. (1991). The incredible shrinking institution:
A five component downsizing model. Business Officer, 25(1), 26-30.
The author discusses the emotionally charged issue of institutional
retrenchment and downsizing, with its accompanying difficulties.
Immediate remedies including reducing and controlling expenditures
work to some degree, but a complete analysis of the organizational
structure, procedures, systems, planning strategies and environment
is necessary for a more thorough approach.
Keywords: I. JB; II. P; III. NE; IV. change, planning, strategy;
V. administration, climate/culture, management systems, resource
allocation; VI. S; VII. NA.
Day, M. T. (1998). Transformational discourse: Ideologies
of organizational change in the academic library and information
science literature. Library Trends, 46, (4), 635-667.
The author traces the history of rhetoric in organizational change
and the role of the academic library in advancing and promoting
this rhetoric. The particular element of change referred to as
"transformational discourse" began roughly thirty years
ago; it was in part created by Library and Information Science
through visions of scholarly workstations and electronic libraries.
Academic librarians are now searching for new organizational identities
which will allow them to survive in the current economic and
social climate.
Keywords: I. JS; II. E; NE; IV. transformation; V. systems, information
technology; VI. SA; VII. M.
Desfosses, L. R. (1996). Strategies for hard times in higher
education. CUPA Journal, 47(1), 13-19.
In times of retrenchment and fiscal exigency, planning and management
strategies used in the private sector have practical applications
for higher education. The author defines several strategies including
organizational de-layering, employee empowerment, boundless thinking,
problem-solving teams, accelerated processes, management and improvement,
and stretch goals. Matrix-structured management, it is suggested,
provides organizational flexibility. Also listed are several driving
forces and key success factors.
Keywords: I. JE; II. D, E; III. NE; IV. planning, restructuring,
strategy; V. resource allocation, administration, structure; N/A;
VII. N/A
Desrochers, L. A. (1994). They did it their way: Administrative
transformation at Portland State University. Business Officer, 28(1),
30-34.
The author focuses on transformation of the administrative system
at Portland State University (Oregon). Portland State used multiple,
interrelated strategies such as consolidation of units, streamlining
middle management, staff training, and professional development.
Emphasis was also placed on technological conversion, a quality
initiative, and a joint venture with a sister institution. Clear
vision and leadership are cited as essential in a successful transformation
effort.
Keywords: I. JE; II. D; III. NE; IV. change, planning, strategy,
merger; V. administration, information technology, leadership;
VI. N/A; VII. C.
Dill, D. (1997). Effects of competition on diverse institutional
contexts. In Peterson, M., Dill, D. & Mets, L. (Eds.). Planning
and Management for a Changing Environment. San Francisco: Jossey-Bass.
A review of recent literature finds that competition, brought
on by the current transformation environment in higher education,
has made academic management and planning more, not less similar
for higher education institutions of all classifications and funding
mechanisms. A "network" model of academic organization
is proposed as an effective response to this increasing financial
uncertainty and task complexity. Within the network model, four
suggestions are offered for designing planning processes: designating
and grouping related functions where necessary; encouraging reciprocal
(down-up) communication and contact; promoting a planning capability
within each strategic unit; and increasing direct communication
with the members of the larger academic community.
Keywords: I. B; II. C; III. NE; IV. change, environmental change,
planning, transformation; V. academic workplace, management system;
VI. S; VII. M.
Dillman, H. L. & Hicks, M. A. (1990). Reorganizing for
information technology management on campus. Cause Effect, 13(3),
4-6.
This 1990 article focuses on reorganization in terms of the
management of information technology (IT) on college and university
campuses. The author asserts that this rapidly changing technology
will require institutions to review their IT management systems
to assure speedy application of new developments in order to remain
competitive.
Keywords: I. JE; II. P; III. NE; IV. change, strategy, technology,;
V. administration, information technology, management systems;
VI. S; VII. NA.
Dominick, C. A. (1990). Revising the institutional mission.
New Directions for Higher Education; (No. 71 Managing Change in
Higher Education), 18(2), 29-36.
This article employs a case study method to propose a prototype
for achieving consensus among the various constituencies of a
university when revising an institution's mission. Dominick studied
the method successfully used by Wittenberg University to redefine
its mission and derived a nine-step process for achieving consensus
in mission revision. The process includes: 1) strong presidential
leadership; 2) adequate budgetary support to underwrite the costs
of the process; 3) endorsement and commitment to the revision
by the governing board; 4) representation by all university constituencies,
especially the faculty, the students, and the alumni; 5) open
dialogue and communication within and between all constituencies;
6) employment of extant reports, data, and information-gathering
and storage systems in the process; 7) adequate time allowed to
afford group-building and commitment to the new mission within
and between constituencies; 8) consensus on the implementation
process and periodic evaluation of the results; and, 9) initiation
at a natural occasion for change, such as the beginning of a new
administration. Dominick notes that Wittenberg is a stable institution
and that local circumstances may influence the process of revision
as well as the shape of the final statement of purpose.
Keywords: I. JE; II. D, E; III. QL; IV. change; V. mission, leadership,
resource allocation; VI. SC; VII. LA.
Donald, A. W. & Naff, M. (1993). Facilitating change
for survival. Cause-Effect, 16(2), 8-15.
An information technology group was formed at Virginia Polytechnic
Institute and State University to facilitate and manage a major
organizational change. The issues it faced were defining change,
gaining support for it, organizing to facilitate change, educating
staff, establishing strategies and measuring outcomes.
Keywords: I. JE; II. D; III. QL; IV. change, strategy, planning;
V. information technology, systems, administration; VI. SC; R.
Dorweiler, V. P. & Yakhou, M. (1994). Changes in professional
degree programs in the USA: An environmental analysis of professional
education requirements. Higher Education Research and Development,
13(2), 231-52.
Change as it is experienced in professional degree programs
(accounting and engineering at the baccalaureate level, and business
and law at the graduate level) is discussed in terms of external
environmental factors (societal changes, competition, technology)
and the internal application of Total Quality Management (TQM)
to curriculum development is explored.
Keywords: I. JE; II. D; III. QL; IV change, environmental change,
technology; V. academic workplace, curriculum, information technology,
management systems; VI. S; VII. NA
Duderstadt, J.J. (1997). Transforming the university to
serve the digital age. Cause/Effect, 20 (4), 21-32.
Universities must develop the capacity to transform themselves
in the face of rapidly shifting societal and technological paradigms
or risk extinction. The author considers the primary "drivers
of change" to be financial imperatives, societal needs, and
technology; he then discusses the ways in which each of these
"drivers" has an impact upon the fundamental nature
of academic activities (teaching, research, the library, and service)
and on the higher education enterprise as a whole. The author
concludes by suggesting that the academic community aspire to
a "culture of learning," characterized by learning-centered
institutions that are able to serve a rapidly changing world.
Keywords: I. JE; II. C, E; III. NE; IV. transformation; V. structure;
VI. SA; VII. M.
Back to Top
Edwards, R. (1999). The academic department:
How does it fit into the university reform agenda? Change, 30 (5),
16-27.
This article examines the role of the academic department in
the successful realization of the institutional reform movement.
The author argues that the current reform agenda has had an impact
at two levels - institutional and individual - but does not address
plans for transforming the "middle-level" university
structures, such as academic departments. The author speaks of
research universities in general and does not focus on institutional-specific
studies. He states that the development of the academic department
along the German research university model has resulted in "growing
tensions" between what the institution needs and what the
"classic" academic department can deliver. Specifically,
he believes that departments should considering abolishing departmental
lines and thus appoint faculty to "university positions",
re-define the work for which departments are responsible, and
reconceptualize the role of departmental leadership. The author
closes with a call for wider discussion among faculty and administrators
on the goals for university reform and how academic departments
can become "partners" in this reform.
Keywords. I. JE; II. P; III. NE; IV. restructuring; V. academic
workplace, administration, faculty, restructuring; VI. SA; VII.
R.
El-Khawas, E. (1999). The impetus for organizational change:
Internal and external influences on universities. Paper
presented at the EAIR Forum, August 23-25, 1999, Lund, Sweden.
This paper examines the factors that cause universities to undertake
academic change, specifically, changes to achieve more effective
teaching and learning. Based on an analysis of recent change at
30 U.S. colleges and universities, it suggests that universities
respond to environmental pressures apart from those mandated by
external actors. There is evidence, too, that universities actively
link with their outside environment to further their internal
objectives.*
Keywords: I. NA; II D,P; III QL; IV. change, environmental change,
planning, transformation; V. academic workplace, faculty; VI.
S; VII. M
Ellicott, M. A. & Conard, R. J. (1997). Designing quality
service: The service excellence model. Facilities Manager, 13(4),
46-49.
College facilities managers turn to experiences in manufacturing
and commercial service industries to provide ideas and information
on downsizing, while improving quality of service. Six areas of
a "Service Excellence Model" are 1) shared responsibility,
2) focus on core service processes, 3) empowerment of cross-functional
process-improvement teams, 4) performance measurements and process
controls, 5) environment of positive reinforcement, and 6) management
support focused on core service processes.
Keywords: I. JE; II. D; III. NE; IV. quality improvement; V.
administration; management systems, resource allocation; VI. S;
VII. NA
Elliott, D., et. al. (1993). Overcoming institutional barriers
to broad-based curricular
Change. Innovative Higher Education, 18(1), 37-46.
Techniques used to overcome barriers to change in the automobile
industry are explored, in an attempt to facilitate change in curriculum
development at Southern Illinois University. An interdisciplinary
faculty team approach (university) and interdepartmental team
approach (automobile industry) were found to be effective in overcoming
discipline or department loyalties that hampered broad-based changes.
Keywords: I. JE; II. D; III. NE; IV. change, technology; V. curriculum,
information technology, management systems; VI. SC; VII. C.
Elton, L. & Cryer, P. (1994). Quality and change in
higher education. Innovative Higher Education, 18, 205-220.
This analytical article provides evidence that as the combined
pressures on British universities for better quality and public
accountability have increased primarily through two governmental
agencies ñ the Employment Department and the Higher Education
Funding Councils the quality of British higher education is actually
declining. Perhaps Elton and Cryer's main contribution to change
theory is their model for institutional change which they offer
first as a series of successive steps and second as three key
elements of a change strategy. Quoting Fullan (1990) the step
process is: 1) begin with small groups and build momentum; 2)
utilize both pressure and support to assure success; 3) give careful
consideration to the relationship between changes in behavior
and changes in belief; and, 4) understand that ownership of the
change must emerge during a successful change process rather than
magically happen at the beginning of the process. Quoting Jones
and Lewis (1991) the key elements of a change strategy are: 1)
identify a group and the key decision makers within that group
which are ready for change; 2) identify a problem or problems
within the organization which are generally accepted as being
in need of resolution; and, 3) develop an appropriate staff development
program so the change may be effectuated. Elton and Cryer close
their essay calling for an analysis of the lessons learned from
earlier experiences of the Higher Education Funding Councils so
that the mistakes made previously in a research quality exercise
will not be repeated thus potentially causing a decades-long decline
in British higher education quality.
Keywords: I. JE; II. C, E, P; III. NE; IV. change, quality improvement,
strategy; V. environmental change, climate/culture, administration;
VI. N/A; VII. N/A.
Ender, K. L. & Mooney, K. A. (1994). From outsourcing
to alliances: Strategies for sharing leadership and exploiting resources
at metropolitan universities. Metropolitan Universities: An International
Forum, 5(3), 49-55.
The article examines institutional cost-saving strategies associated
with outsourcing and partnerships, promoting the notion that well-organized
and clearly defined outsourcing can bring advantages to institutions
apart from financial advantages. There is a particular emphasis
on inter-institutional alliances. Background for the article is
provided from the work of Zemsky and Massy. Examples of partnerships
are provided, but the examples lack specificity. Some suggestions
for alliances and outsourcing are provided, including making clear
boundaries between organizations when writing contracts and paying
careful attention to personnel issues.
Keywords: I. JE; II. E, P; III. NE; IV. change, strategy; V.
climate/culture, alliance/partner, administration, resource allocation;
VI. N/A; VII. R, C.
Erwin, D. (1997). Developing strategies and policies for
changing universities. In Armstrong, S., Thompson, G. & Brown,
S. (eds.) Facing up to radical changes in universities and colleges.
London: Kogan Press, 64-73.
In order to retain credibility and remain competitive within
the rapidly changing higher education environment, U.S. universities
must shift from being teaching centered to learning centered,
which will require an improvement in institutional marking and
evaluation processes. This improvement can be gained, in part,
through establishment of a thorough quality assessment system.
The article proposes an assessment model based on those currently
used in Europe and composed of four central steps: clear statement
of objectives/outcomes; development of assessment methods based
on program objectives, collection of information, and assessment
of information. Establishment of a credible institutional assessment
program can be used for both program improvement and also to facilitate
public understanding of educational objectives.
Keywords: I. B; II. C, P; QL; IV. quality improvement; V. structure;
VI. S; VII. M.
Etzkowitz, H. (1996). From knowledge flows to the triple
helix. The transformation of academic-industry relations in the
USA. Industry and Higher Education, 10(6), 337-42.
In this article, a change from a more traditional one-way flow
of knowledge (from research at the university level to implementation
and innovation at the industrial level), to a "triple-helix
model" in which the three separate separate spheres of university,
government and industry overlap, is explored. The Massachusetts
Institute of Technology is cited as an example of the "entrepreneurial
university" of the 90s.
Keywords: I. JE; II. D, C; III. QL; IV. transformation; V. mission,
structure, systems; VI. SC; VII. R.
Ewell, P. T. (1993). Total quality & academic practice:
The idea we've been waiting for? Change, 25(3), 49-55.
This article begins by comparing the higher education assessment
movement and the incorporation of TQM principles at colleges and
universities. Assessment and TQM have both been objects of much
criticism in academia. Both movements were introduced to higher
education and experienced rapid growth early on, and both movements
emphasize a knowledge-driven decision-making process. There are
important differences, however. Assessment was well-received on
campuses in a social climate in which colleges were to demonstrate
increased public accountability. Ewell points out that TQM has
found appeal on campuses because of its focus on quality improvement
as a function of cost-effectiveness, two issues which are of continual
interest to higher education. TQM, Ewell argues, is a more comprehensive
change than assessment. He explains that assessment can be added
to "business as usual" in higher education, where TQM
principles, if adopted, will mean significant changes to the way
educators think and function. He takes each of the hallmark principles
of TQM (decentralized decision-making, focus on core processes,
customer focus, continuous improvement, etc.) and debunks arguments
that these principles have long been a part of higher education
operations.
Keywords: I. JE; II. D, E; III. NE; IV. change, environmental
change; quality improvement; V. administration, systems, climate/culture;
VI. N/A; VII. M.
Back to Top
Fairweather, J.S. (1999). Diversification or
homogenization: how markets and governments combine to shape American
higher education. Higher Education Policy, 13 (1), 79-98.
The development and evolution of nearly 3500 traditional colleges
and universities, as well as a number of corporate and propriety
institutions, can be seen as the result of an interaction of a
variety of markets, government policies and institutional actors.
The article begins with an examination of structural and cultural
diversity within American higher education institutions (within-
and between-institutions), and proceeds to discuss the various
academic markets which have an impact on this diversity, with
particular attention to faculty pay as a function of teaching
versus research. The article concludes by discussing the effects
of market and governmental policies on the "system"
of American higher education.
Keywords: I. JE; II. E; III. BT; IV. environmental change; V.
systems; VI. MC; VII. M.
Farmer, D. W. (1990). Strategies for change. New Directions
for Higher Education, 18(2), 7-18.
While Academic Vice President at King's College, the author
had the opportunity to be a part of several change initiatives.
From this experience, the author relates several elements necessary
for successfully fostering change. Articulated are the roles of
the change agent, how to build a supportive environment, some
specific implementation strategies, and the importance of attentiveness
to sustaining change. The ability to understand and respond to
the human dimension of change is ultimately the determining factor
in implementing and sustaining successful change. The effective
change agent also understands the difference between implementation
and maintenance of innovation.
Keywords: I. JE; II. D, P; III. QL; IV. change, environmental
change; V. climate/culture; VI. SC; VII. LA.
Fields, C. D. (1997). UDC battling back after major surgery.
Black Issues in Higher Education, 14(4), 14-15.
This article reports the comments of The University of the District
of Columbia's President, Faculty President, and Student Body President
on the occasion of a convocation to address particular issues
related to UDC's efforts to deal with its budget crisis, threat
of loss of accreditation, and enrollment declines.
Keywords: I. JE; II. D; III. NE; IV. change, environmental change;
V. resource allocation, leadership; VI. N/A; VII. N/A
Fisher, J. L. (1993). TQM: A warning for higher education.
Educational Record, 74(2), 15-19.
The author, past president of two organizations and a higher
education consultant, reflects on his readings and experiences
with regard to Total Quality Management (TQM). Although TQM offers
admirable goals and the promise of organizational improvement,
the process it recommends is not a panacea and may only forestall
the conflict inevitably arising from decision making, individual
accountability, and organizational change. TQM tenets appear to
advocate doing more of the same while what higher education truly
needs is something different. Alone, TQM is a dangerous path to
tread. It is only through coupling some aspects of TQM with inspirational
leadership, long range planning, individual accountability, and
cost reduction that it may be worthy for application in the higher
education industry.
Keywords: I. JE; II. E, P; III. NE; IV. change, quality improvement;
V. administration, leadership, resource allocation; VI. N/A; VII.
N/A
Fry, J. A. (1995). Preparing for administrative restructuring:
A strategic approach. In Johnson, S.L., & Rush, S.C. (Eds.).
Reinventing the university: Managing and financing institutions
of higher education. Toronto: John Wiley & Sons. 79-100.
This chapter provides stepwise instructions for administrative
restructuring. The author begins with an overview of the restructuring
process and proceeds to describe each major stage, itemizing important
concepts within each stage. The author contends that organizational
restructuring within higher education is not a question of "if"
but rather "when," and the key to successful restructuring
depends on the institution's ability to recognize significant
opportunities, establish clear goals, develop a comprehensive
plan, and forge consensus on an appropriate business model. Most
importantly, the institution must be attuned to the needs of its
clients and be willing to embrace the best method for meeting
those needs.
Keywords. I. B; II. P; III. NE; IV. restructuring; V. administration;
VI. SA; VII. M.
Back to Top
|