Journal Articles and Chapters
on
Organizational Change and Transformation
(1990 - 2000)
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Table of Content
Gates, G. S. (1997). Isomorphism, homogeneity,
and rationalism in university retrenchment. Review of Higher Education,
20(3), 253-75.
The author describes the process of retrenchment at a medium-sized
(anonymous) state university, and analyzes pressures (mimetic,
coercive, normative) that surfaced during this process. Comparisons
with experiences reported in other institutions are made, and
ideas from the literature on organizational theory and change
are presented.
Keywords: I. JE; II. D, C; III. QL; IV. change, planning, resource
allocation; V. climate/culture, administration; VI. SC; VII. R.
Gates, G. S. (1995). University reconfiguration: Implications
of faculty's perspective on organizational change, learning, and
values. International Journal of Educational Reform, 4(4), 467-74.
This qualitative study explores responses made by faculty to
the impact of the reorganization of finances, structure and mission
on departmental and organizational culture at an institution of
higher education. The process of change and faculty interpretation
of the change, and their perspective on it are reviewed in detail.
Keywords: I. JE; II. D, E; III. QL; IV. change, reorganization,
restructuring; V. faculty, structure, mission, climate/culture;
VI. SC; VII. C.
Gautam, K., et. al. (1997). Theoretical implications of
measurement inconsistencies in organizational decline research.
Review of Higher Education, 20(2), 181-98.
This study employed both objective and perceptual measures of
organizational decline to examine the divergence among the two
in a sample of 332 higher education institutions over an eight-year
period. Gautam et al defined the existence of objectively measured
decline in the absence of perceived decline as "decline-as-crisis"
and the existence of perceived decline in the absence of objectively
measured decline as "decline-as-stagnation." After classifying
institutions as experiencing "crisis" or "stagnation,"
these authors examined the internal processes of each classification
and analyzed whether these processes were consistent with descriptions
of "crisis" and "stagnation." As Gautam et
al expected, institutions suffering from "objective decline"
without "perceptual decline" were indeed characterized
by processes of "decline-as-crisis" and institutions
having "perceived decline" only were characterized by
processes of "decline-as-stagnation." The authors call
for more studies of this type because, "Testing substantive
explanations of measurement inconsistencies promises to provide
further insights into complex process-outcome relationships in
organizations" which will assist in theory building.
Keywords: I. JE; II. D, E; III. QN; IV. change, environmental
change; V. administration, academic workplace, climate/culture;
VI. SU; VII. C, R.
Gilbert, S. W. (1996). Making the most of a slow revolution.
Change, 28(2), 10-23.
This article discusses twelve recommendations for streamlining
the transition to new educational technologies in higher education.
The recommendations include the following: asking fundamental
questions, building a vision, adjusting to permanent change, exercising
judgment and trust, rejecting dichotomies, understanding intellectual
property and fair use, developing guidelines and policies, preparing
for crisis, extending student roles, developing change strategies,
establishing realistic expectations, and developing institution
wide collaboration.
Keywords: I. JE; II. P; III. NE; IV. change, technology; V. administration,
climate/culture, information technology; VI. N/A; VII. N/A.
Gingrich, G. (1996). The role of technology in the transformation
of the university. Journal of End User Computing, 8, 32-36.
The role of technology in the transformation of a university
is presented in this case study of the National Defense University.
A number of technological innovations will be available in the
future, but the author states that these technological applications
alone will not radically transform the university. Since radical
transformation comes from intellectual rather than technological
sources, it will be up to leaders, administrators and faculty
to think innovatively and strategically.
Keywords: I. JS; II. C; III. NE; IV. change, transformation,
technology; V. academic workplace, administration, information
technology; VI. SC; NA.
Ginsburg, S. G. (1992). The tortoise and the hare: Less
jogging, more sprints and marathons. Business Officer, 25(10), 50-52.
To cope with changing financial and demographic environments,
colleges are encouraged to change management strategies. Instead
of operating solely under the status quo, institutional managers
are encouraged to adopt both quick, short-term strategies as well
as the tenacious, long-term focus of the marathoner. A mixture
of the three styles should produce constructive results in today's
competitive environment. Twenty-two suggestions are made for policy
formation and improved use of human and material resources in
the areas of fiscal management, student recruitment, staffing,
campus management, academic programming, and links with business,
government, and other institutions.
Keywords: I. JE; II. P; III. NE; IV. change, environmental change,
strategy; V. administration, alliance/partner, resource allocation;
VI. N/A; VII. N/A.
Gioia, D. A. & Thomas, J. B. (1996). Institutional identity,
image, and issue interpretation: Sensemaking during strategic change
in academia. Administrative Science Quarterly, 41(n3), 370-403.
This two-phase research project initially employs a qualitative
case study method to establish a grounded model for how top management
teams in higher education institutions make sense of the key issues
affecting strategic change decisions. Having established the model,
Gioia and Thomas then conduct a large-scale quantitative survey
of 611 executives from 372 U.S. colleges and universities regarding
the issue interpretation process to provide generalizable findings
on the strategic sensemaking process. The results of the survey
lead these authors to observe that top management executives in
higher education construe the proximal context for sensemaking
largely in internal rather than external terms. Thus, rather than
using the common business terms of "threats" and "opportunities,"
these executives frame their interpretations in terms of "strategic"
or "political" categorizations. Survey findings also
lead these authors to posit that top management's perceptions
of desired future image are key to the sensemaking process and
serve as the critical links between a team member's issue interpretation
and the organization's internal context. According to Gioia and
Thomas, "Barring drastic contradictions or unmanageable discontinuities
between present and projected identity, top managers can induce
identity changes by working toward the desired future image."
Keywords: I. JS; II. E, C; III. QN; IV. change, strategy; V.
culture/climate, leadership, administration; VI. SC, SU; VII.
M.
Glazer, R. S. (1996). Reengineering through the world wide
web. CUPA Journal, 47(2), 7-13.
The technology revolution and its impact on college human resources
management activities is explored. Changes in office strategies,
deployment of resources, development needs and career planning
areas are reviewed. Both the World Wide Web and local area networks
can offer a variety of applications in these areas, but institutions
need to do careful planning to understand the possible effects
changes can make in an organization.
Keywords: I. JE; II. D, P; III. NE; IV. change, planning, technology;
V. administration, information technology; VI. N/A; VII. N/A.
Greaves, J. & Sorenson, R.C. (1999). Barriers to transformation
in a higher education organization: Observation and implications
from OD professionals. Public Administration Quarterly, 23 (1),
104-129.
The failed attempt at organizational transformation by a California
community college district is examined and discussed. Using Schein's
(1965) "adaptive-coping cycle" as a model, the author
provides a thorough analysis of each step of the process and the
intra-organizational obstacles which eventually prevented successful
implementation. Although cognizant of environmental changes, players
within the community college organization resisted efforts to
utilize information generated by outside consultants, or to set
aside intra-organizational conflicts to allow for adjustment and
transformation.
Keywords: I. JS; II. E; III. QL; IV. transformation; V. administration,
faculty, structure; VI. SC; VII. CC.
Green, K. C. (1996). Building a campus infostructure. Trusteeship;
Spec iss p4-9 1996.
Changing technology is forcing college and university administrations
to recognize and accommodate change more efficiently in order
to remain competitive in today's institutions of higher education.
Policies that are created for institutions must be reviewed in
this light, as well as keeping the institution's mission, strategic
direction, and future in mind. Just as personal renewal is necessary
for individuals, organizational renewal is also critical.
Keywords: I. JE; II. P; III. NE; IV. change, technology, planning;
V. administration, information technology, mission; VI. N/A; VII.
N/A.
Green, M. F. (1997). Leadership and institutional change:
A comparative view. Higher Education Management, 9(2), 135-46.
The author focuses on university leadership , common to institutions
of higher education in the United States, but new to many other
countries. Three models of leadership are described, and the author
evaluates each of them. National and institutional culture play
a role in influencing leadership and change.
Keywords: I. JE; II. D, E; III. NE; IV. change, strategy; V.
leadership, climate/culture; governance; VI. N/A; VII. N/A.
Green, M. F. (1997). No time for heroes. Trusteeship, 5(2),
6-11.
This article looks at the need for college and university presidents
who have courage, patience, humanity and vision. These characteristics
will be necessary as institutions undergo fundamental change.
Some aspects of the institutional culture will be affected, and
tough realities and choices will have to be made. Presidents must
win the hearts and minds of constituents in order to be successful.
Keywords: I. JE; II. C; III. NE; IV. change, strategy; V. leadership,
administration, climate/culture; VI. N/A; VII. N/A.
Gummer, B. (1997). Organizational identify in a changing
environment: When is a change a transformation. Administration in
Social Work, 21 (3-4), 169-187.
This is a large literature review of management journals and
recent studies on conceptual approaches to the subject of environmental
influences on organizational and management behavior and relationships.
Gummer posits that there are five major conceptual models which
attempt to explain this phenomena: the institutional model, the
population ecology model, the adaptation model, the resource dependency
model, the model which emphasizes organizational responses to
threats and /or failure. Recent works by Gioia and Thomas (1996)
are examined for their discussion of organizational identity and
how it affects change in higher education. Substantive change
is created by organization-environment and the upset of that equilibrium.
The deregulation of the airline industry in the 80s is used a
case study.*
Keywords: I. JS; II. C; III. NE; IV. change, environmental change;
V. management systems; VI. SA; VII. M
Gumport, P.J. (2000). Academic restructuring: Organizational
change and institutional imperatives. Higher Education (ne), 39,
67-91.
The article examines the challenges faced by colleges and universities
in their efforts to keep pace with "knowledge change,"
i.e. the purposes for and methods of creating "knowledge."
It is argued that the dominating legitimizing idea of public higher
education has changed from a social institution to an industry,
and that three mechanisms have combined to advance this process:
academic management, academic consumerism and academic stratification.
The article analyzes in detail each of the three factors and their
respective impacts on political and resource allocation concerns
as institutions contemplate restructuring to accommodate the changing
environment. The author warns that colleges and universities risk
losing legitimacy as they divert from their historical character,
functions and accumulated heritage.
Keywords: I. JE; II. C, E; III. NE; IV. change, restructuring;
V. climate/culture, resource allocation; VI. SA; VII. M.
Gumport, P. & Pusser, B. (1999). University restructuring:
The role of economic and political contexts. In
J. Smart (Ed). Higher Education: Handbook of Theory and Research.
Bronx, NY: Agathon Press. 14.
The authors use case studies of public research universities
to demonstrate how research on university
restructuring needs to be broadened to understand contemporary
restructuring dynamics. Analyses of political and economic forces
of the wider environment need to be considered. Unusual environmental
turbulence and uncertainty make repositioning and selective reinvestment
difficult for universities. There will be formidable long-range
economic, political and social consequences.
Keywords: I: JE; II. D. C; III. NE; IV. environmental change,
restructuring; V. academic workplace, climate/culture, structure;
VI. MC; VII. R.
Guskin, A. E. (1996). Facing the future: The change process
in restructuring universities. Change, 28(4), 26-37.
Guskin addresses the current unanimity of the need for colleges
and universities to restructure in the face of a rapidly changing
environment, yet the lack of consensus on the means to such an
end. He maintains that while change may occur as a result of rational
discussion, it rarely is that simple. He presents a dynamic, strategic,
political approach to change efforts that accepts both the bright
and dark side of human nature, and takes human as well as organizational
behavior into consideration. He presents some basic issues to
be considered, such as, why people resist change, who shall lead
the change, the importance of leaders, managing leaders, restructuring
versus incremental change, and the importance of size and complexity.
Five tools for success in restructuring highlight the importance
of internal expertise, risk-taking, linking with other institutions,
investing in faculty development, and investing in technology.
The key to approaching restructuring is in managing the change
efforts internally as much as possible, rather than being controlled
entirely by external forces.
Keywords: I. JE; II. D, P; III. NE; IV. restructuring, change,
strategy; V. leadership, administration; VI. N/A; VII. N/A.
Guy, T. C., Reiff, J.C. et al. (1998). Infusing multicultural
education: A process of creating organizational change
at the college level. Innovative Higher Education, 22(4), 271-289.
A four-year effort to infuse multicultural education within a
university's college of education is discussed. The authors use
Levy and Merry's concept of second-order change which asserts
that the culture and values of an organization must be changed
in order for more specific organizational changes (structural,
curricular, etc.) to be effective. Six steps to second-order change
are identified: local versus global solutions, accommodating variable
levels of acceptance to change, involving evolutionary change
by accumulating a series of successes, addressing the values,
beliefs and behaviors of the organization, and questioning existing
norms.
Keywords: I. JE: II. D; III. QL; IV. change, transformation;
V. academic workplace, administration, climate or culture, mission;
VI. SC; VII. C.
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Hairston, E. (1996). A picaresque journey.
Change, 28, 32-37.
As chancellor of the Ohio Board of Regents, the author states
that colleges and universities need to respond to increasing questions
about cost, product and efficiency. The technological revolution,
in combination with continuing economic pressures, will force
colleges and universities to change in significant ways or be
left behind by other emerging educational entities using new technology.
The current missing link in the educational technology explosion
in higher education is the lack of high-quality, high-volume academic
content. Campuses that find ways to use technology to improve
academic and administrative productivity, and student learning,
will reap the rewards, while those that do not will be at risk.
Keywords: I. JE; II. P; III. NE; IV. environmental change, technology;
V. information technology; VI. S; VII. N/A.
Harris, Z. M. (1995). A journey worth taking: Transformational
quality and leadership. Community College Journal, 65(5), 32-36.
The concept and practice of Total Quality Management (TQM) for
community colleges in general, and for Illinois' Parkland College
in particular, is described in this article that looks at transformational
quality, and college leadership. The author applies aspects of
TQM to the literature on leadership. Additionally, the article
describes the initiatives that were developed at Parkland to provide
better service to the surrounding community.
Keywords: I. JE; II. D; III. NE; IV. quality improvement, transformation;
V. administration, leadership, management systems; VI. N/A; VII.
CC.
Hearn, J. C. (1996). Transforming U.S. higher education:
An organizational perspective. Innovative Higher Education, 21(2),
141-54.
A synthesis of existing theories and research evidence on organizational
change in colleges and universities is presented. The articles
gives general guidance to institutions as they go through the
process of developing programs, refining their purpose, and improving
effectiveness. The author offers a number of propositions on the
nature of higher education, the politics of change, resource allocation
and general change strategies.
Keywords: I. JE; II. D, E; III. NE; IV. change, strategy; V.
mission, resource allocation, structure; VI. S; VII. M.
Henderson, B. B. & Kane, W. D. (1991). Caught in the
middle: Faculty and institutional status and quality in state comprehensive
universities. Higher Education, 22(4), 339-50.
The article defines a distinctive identity for state comprehensive
universities, which sometimes are caught between the research
university models, and liberal arts and community college models.
This lack of unique identity has left some faculty dissatisfied,
with loss of institutional self-esteem, and belittlement of scholarship.
The author offers five approaches to developing a distinctive
identity.
Keywords: I. JE; II. E; III. NE; IV. change; V. faculty, mission,
climate/culture; VI. N/A; VII. N/A.
Heydinger, R. (1997). Principles for redesigning organizations.
In Peterson, M., Dill, D. & Mets, L. (Eds.). Planning and Management
for a Changing Environment. San Francisco: Jossey-Bass.
Based on work conducted by the Public Strategies Group, and
other contributors to the 1995 Salzburg Seminar on "Higher
Education: Institutional Structure for the 21st Century,"
this chapter gazes into higher education's future and hypothesizes
organizational adaptations that may occur as it evolves in the
early years of the 21st century. General Motors, IBM, and the
United States Postal Service are offered as conglomerate industries
that higher education would do well to learn from and not emulate.
Inevitable fundamental changes will affect and change the way
higher education functions in our society, and Heydinger prepares
institutional leaders and constituents for these in three sections.
The first, "Alternative Developments in the 21st Century,"
presents six clusters of developments that could impact higher
education as it enters the 21st century. The second section, "Eight
steps toward reinventing a traditional higher education institution,"
explains the 8 steps identified by the Public Strategies Group,
Inc. The third section offers brief implications for institutional
research and planning.
Keywords: I. B; II. C; III. NE; IV. change, environmental change,
planning, transformation; V. academic workplace, administration,
leadership; VI. S; VII. NA
Hollingsworth, A. T. & Boone, L. W. (1990). Decision
time: The dilemma for institutions of higher education. CUPA Journal,
41(1), 1-9.
Reviewing the research on decision making processes used in business,
the authors indicate these practices offer insights and options
that would increase organizational effectiveness in colleges and
universities. Changing the entrenched organizational decision
making process in the academic environment is difficult but must
be done in order to retain institutional viability.
Keywords: I. JE; II. E; III. NE; IV. change, strategy, planning;
V. climate/culture; leadership; VI. N/A; VII. N/A.
Horn, R. N. &. Jerome, R. T (1996). When corporate restructuring
meets higher education. Academe, 82(3), 34-36.
Taking their cue from the business world, higher education has
sometimes adopted methods used in corporate restructuring efforts
that have affected the faculty's sense of ownership of the education
process, and their relationship to administration. Successful
restructuring requires all employees to have an active voice in
deciding their own roles.
Keywords: I. JE; II. D; III. NE; change, restructuring; IV. academic
workplace, administration, goernance; VI. S; VII. NA.
Houghton, J. & Jurick, D. M. (1995). Redesigning the
university: The process of self- study. Liberal Education, 81(2),
44-49.
This article describes a self-study process conducted at St.
Edward's University (Texas). Involvement of the St. Edward's community
and the external community are depicted. Five focal areas were
examined and some of the conclusions and proposals for the redesign
of the university are detailed.
Keywords: I. JE; II. E; III. QL; IV. change, planning, reorganization;
V. academic workplace, administration, curriculum; VI. SC; VII.
C.
Hughes, K. S. (1995). Transforming academic institutions:
Colleges and universities respond to changes in society. Business
Officer, 29(2), 21-28.
The author, president of his own management consulting firm,
illustrates how business sector change techniques can be adapted
to and aid in transforming the collegiate environment. Two aspects
of higher education institutional culture dramatically hinder
change: 1) lack of profit motive, and 2) failure to recognize
the undergraduate as the primary customer. Colleges and universities
that have begun transformational changes are seeing strong, positive
results, including better service to students, faster completion
of transactions, more accurate and timely information, and reduction
in administrative personnel. Three elements of his recommended
model for institutional transformation are assessment of current
condition, organizational redesign, and work analysis.
Keywords: I. JE; II. E; III. NE; IV. transformation, change,
environmental change; V. administration; information technology,
management systems; VI. N/A; VII. N/A.
Hyatt, J. A. (1993). Strategic restructuring: A case study.
New Directions for Higher Education(n83), 35-42.
The problem of shrinking resources and one college's approach
to addressing this problem is depicted in this case study of the
University of Maryland at College Park. The University's strategic
restructuring plan involved assessing existing revenue generation,
current use of resources and possible alternatives. Clearly articulated
priorities are seen as critical in the process.
Keywords: I. JE; II. D; III. QL; IV. change, strategy, planning;
V. resource allocation, administration; VI. SC; VII. R.
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