Journal Articles and Chapters
on
Organizational Change and Transformation
(1990 - 2000)
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Table of Content
Jackson, G. & Moulton, N. (1993). From
boxing to ballet: Remaking a community college. New Directions for
Community Colleges, 21(4), 35-44.
The authors report on changing governance strategies in this
case study of Canadore College in Ontario. While simultaneously
reducing its budget by $6 million, the college was able to increase
enrollment by 25%. The "Associates Model of Governance"
used at Canadore College provided a flexible, top-down management
system that allowed the college to adjust to the changing needs
of its constituents.
Keywords: I. JE; II. E; III. QL; IV. change, planning; V. administration,
governance; VI. SC; VII. NA.
Johnstone, D. B. (1998). Patterns of finance: Revolution,
evolution or more of the same? The Review of Higher Education, 21,
(3), 245-255.
The author examines current patterns of financing higher education
in the United States in the context of three dimensions: total
resources, cost per unit, and apportionment of costs. While predicting
no revolutionary changes in these patterns, modifications are
most likely to occur in peripheral activities, such as continuing
professional education and recreational learning.
Keywords: I. JE; II. E; III. NE: IV. change; V. resource allocation;
VI. S; VII. M.
Julius, D. J., Baldridge, J. V., & Pfeffer, J. (1999).
A memo from Machiavelli. The Journal of Higher Education, 70 (2),
113-133.
Assuming the voice of Machiavelli, the article provides step-by-step
instructions for successful implementation of change within institutions
of higher education, with an emphasis on the role of the manager
or "change agent." The article describes the characteristics
of the decision-making process, the impact of internal and external
constituencies, and specific political and coalition-building
suggestions for the manager.
Keywords: I. JE; II. P; III. NE; IV. change, transformation;
V. academic workplace, leadership; VI. SA; VII. M.
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Kaiser, J. R. & Kaiser, P. R. (1994).
Persuasive messages to support planned change. College and University,
69(2), 124-29.
Opportunities exist, using new technology, to increase unit
productivity, improve levels of client service, and contain costs
by making administrative changes. Individuals often resist the
innovations, however, that would produce these benefits for the
organization. This article suggests that communication and education
measures be used to reduce resistance to positive change. Mediums
of communicating are discussed along with their important benefits.
Photographs can provide compelling illustrations to help constituents
envision the change. Simple data pictures, and technical information
presented in an understandable way, can serve much the function.
Humor is useful to diffuse the normal anxiety that accompanies
change. Information about the change must adaptable to a diverse
university audience. This can be bolstered through a cadre of
diverse staff members trained to present the change message. Presentation
methods include using slide shows and demonstrations of the computer
technology that will be in use after the change.
Keywords: I. JA; II. E, P; III. NE; IV. planning, change, technology;
V. administration, management systems; VI. SC; VII. C.
Keating, P. J., et. al. (1996). Change as a constant: Organizational
restructuring at Carnegie Mellon University. Business Officer, 29(11),
50-56.
Change in the administrative structure of Carnegie Mellon University
(Pennsylvania) is the focus of this article. The specific strategies
used at the University are explored, as well as looking at change
in the field of higher education in general. Quality improvement
is touched on, and a more detailed analysis of the institution's
acquisition process is explored.
Keywords: I. JB; II. E; III. QL; IV. change, strategy; V. administration,
management systems; VI. SC; VII. R.
Knepp, M. G. (Fall, 1992). Renewal in the 1990s: The University
of Michigan Initiatives. New Directions for Institutional Research,
19(75), 77-87.
This article explores the ways the University of Michigan was
able to respond successfully to the changing and difficult period
of the 1980s. The University focused on analyzing three areas
- costs, staffing and revenue - and made recommendations for changes
in the organizational culture, the approach to strategic planning
and in budgeting.
Keywords: I. JE, II.D; III. QL; IV. change, planning, strategy;
V. administration, climate/culture, resource allocation; VI. SC;
VII. R.
Kraatz, M.S. & Zajac, E.J. (1996). Exploring the limits
of the new institutionalism: The causes and consequences of Illegitimate
organizational change. American Sociological Review, 61(5), 812-836
This article examines how interorganizational networks affect
organizations' efforts to adapt their core features in response
to environmental threats. The methodology used is a study of the
adoption of professional curricula by American liberal arts colleges
in the years 1971 - 1986. Several hypotheses relating to the colleges'
participation in interorganizational networks or consortia were
studied. The author theorized that strong interorganizational
ties would be valuable in promoting adaptation, and the data supported
this theory; it also supported the theory that organizations'
propensity to imitate their network ties would play a role in
shaping their responses to environmental change.
Keywords: I. JS; II. E; III. QN; IV. change; V. curriculum; VI.
SC; VII. LA.
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Laudato, N. C. & DeSantis, D. J. (1995).
Reshaping the enterprise through an information architecture and
process reengineering. Cause Effect, 18(4), 30-31,36-42.
An approach to managing change in information systems campus-wide
at the University of Pittsburgh, (Pennsylvania) is described.
In addition to building consensus on the general philosophy for
information systems, the plan emphasized the following techniques:
using patterns based abstraction techniques, applying data modeling
and application prototyping, and combining information architecture
with workplace reengineering.
Keywords: I. JE; II. D; III. NE; IV. change, strategy, technology;
V. information technology, administration, management systems;
VI. N/A; VII. R.
Leffel, L. G., Robinson, J. F., et al. (1991). Assessing
the leadership culture at Virginia Tech. New Directions for Institutional
Research (No. 71 Total Quality Management in Higher Education),
v18( n3), p63-72.
Leffel et al report the results of a comprehensive organizational
development analysis conducted at Virginia Polytechnic Institute
and State University (Virginia Tech) during the 1989-1990 academic
year in preparation for the adoption of Total Quality Management
(TQM) at the University. The task force defined leadership and
the value of leadership to the institution by employing Gardner's
(1990) "nine tasks of leadership" - envisioning goals,
affirming values, motivating, managing, achieving workable unity,
explaining, serving as a symbol, representing the group, and renewing.
Using personal interviews, focus groups and surveys, data and
perspectives on leadership were gathered from management, supervisors,
faculty, and non-supervisory personnel at all levels of the institution's
hierarchy. Though stressing that the results of this single institution
study may not be generalizable, Leffel et al offered several important
lessons that must be present for TQM to emerge. These lessons
include: leadership must be a value; followers must view the management
process positively; strengthening cultural values is a catalyst
for change; leaders must "walk the talk;" vision and
shared values produce a sense of community; managers must learn
to manage conflict effectively; administrators and faculty must
realize their differences are more perceived than real; leaders
must tap the pool of ideas that already exists within the university;
work must be intrinsically motivating and recognition freely and
openly exhibited; and, university leaders must prepare themselves
for leadership. The authors recommend that leadership development
be considered an evolutionary process and suggest a four pronged
approach that includes: each manager committing to and setting
in motion his or her own leadership development process; leaders
demonstrating, reading about and discussing leadership from top
to bottom of the organizational hierarchy; every manager must
have the opportunity to be exposed to success; and, the university
must provide formal leadership development opportunities.
Keywords: I. JE; II. D, P; III. QL; IV. change, planning, quality
improvement; V. climate/culture, administration; VI. SC; VII.
R.
LeTarte, C. E. & Schwinn, C. J. (1994). Evolution of
TQM principles and practices at Jackson Community College. Community
College Journal of Research and Practice, 18(4), 369-80.
This article describes the development of TQM management approach
at Jackson Community College in Michigan. The college developed
its management approach as it increased cooperation with community
businesses that were themselves involved in implementing TQM.
Jackson began implementing TQM with the support of its top administrators
and with the understanding that some effort at quality improvement,
even piecemeal, was better than no implementation at all. The
school eventually developed five quality principles, distinct
from TQM principles, which would guide the institution in its
management and operations. The TQM approach at Jackson is integrated
throughout the college through the activity of "quality in
daily work teams" which focus on micro-level improvements,
and "breakthrough teams" which are institution-wide
in scope. The college has invested heavily in TQM training at
various levels throughout its organizational chart. The authors
conclude with six points which they believe all higher education
institutions must consider in the adoption of a TQM plan: 1) TQM
must be adapted from the business context for higher ed settings;
2) TQM will not meet its full potential on a campus unless it
addresses an institution's instructional functions; 3) TQM will
be more difficult to implement in the public sector than in the
private; 4) TQM's emphasis on "customer" satisfaction
is problematic in higher education contexts; 5) institutions must
develop useful data bases in order to implement TQM; and 6) there
is concern that there is a bandwagon effect in the development
of TQM in U.S. higher education.
Keywords: I. JE; II. D, P; III. QL; IV. change, strategy, quality
improvement, technology; V. alliances/partner, administration,
systems; VI. SC; VII. CC.
Levin, J.S. (1998). Presidential influence, leadership succession
and multiple interpretations of organizational change. Review of
Higher Education, 21(4), 405-425.
Levin sites two primary deficits in the research on college presidents:
(1) lack of holistic constituent data (not collecting data from
faculty, students, and administrators), and (2) not connecting
leadership to specific kinds of campuses (community college presidents
differ from liberal arts college presidents). He looks at the
impact of a president from the perspective of organizational change.
Utilizing qualitative methods, Levin collected data from five
colleges within a multiple case study framework. All inquiry was
heavily influenced by organizational change literature and faculty,
administrators, board members, and support staff were interviewed.*
Keywords: I JE; II. D; III. QL; IV. change; V. administration,
leadership; VI. MC; VII. NA
Levin, J. S. (1996). Limits to organizational change in
the community college. Community College Journal of Research and
Practice, 20(2), 185-97.
A qualitative and evaluative case study of organizational behavior
at a community college in the middle of a significant change is
described. Variables affecting the change process itself included
the ideology of the organization, past patterns of behaviors,
and the management practices of the organization. The article
includes 23 citations for further information.
Keywords: I. JE; II. D; III. QL; IV. change, planning; V. administration,
climate/culture; VI. SC; VII. CC.
Lewis, D. (1994). Organizational change: Relationship between
reactions, behaviour, and organizational performance.Journal of
Organizational Change Management, 7(5), 31-55.
Findings from case study of an Australian institution of postsecondary
education showed that behavioral patterns were changed throughout
the organization without changing values in a positive direction.
The school, TISIA, was formerly a technical college that was upgraded
to a university due to the process of academic drift and the federal
government's interests to train more professionals. Quantitative
and qualitative approaches to measure the espoused values and
observed reactions to change showed variances among the stratified
sample of academic employees (stratified by length of service,
discipline and level in the hierarchy), and staff (stratified
by academic or administrative type). While there was a unilateral
observed loss of positive work-related values during the institutional
change effort, it was most pronounced among staff and academic
faculty the longest tenure (those who entered before 1983). Values
relating to perceived importance to the organization as a teaching
professional with industry expertise, loyalty among employees
to the institution, trust among employees all declined while performance
indicators of success were met. Performance indicators included
behavioral changes among teaching staff to conduct more research,
bring in more consultant revenues, improve the numbers and amount
of government grants, and, as an organization, to gain university
status. The author suggests that these findings support the counter-intuitive
idea that it is necessary only to change patterns of group behavior
(not underlying values) to realize short-term performance goals.
In short, "while behavior may be one embodiment of culture,
culture is certainly not the only determinant of behavior."*
Keywords: I. JB; II. P; III. QL, QN: IV. change, strategy; V.
academic workplace, climate/culture; VI. SC; VII.
Lewis, P. H. (1996). Making change happen through appraisal
and development. CUPA Journal, 47(1), 7-11.
From the human resources perspective, the author suggests that
strategic planning success critically hinges upon the ability
of leadership to influence human behavior. As such, strategic
planning on college and university campuses works best when staff
performance appraisal and development are firmly coupled to bring
about both organizational and individual change. Tying these functions
tightly to a campus wide strategic plan provide a useful tool
for bring employee behavior in line with that plan. However, appraisal
and staff development must be more than bureaucratic exercises
unrelated to daily staff management. Individual staff must be
able to see
themselves as important in carrying out the organization's plan.
Keywords: 1. JE; II. C; III. NE; IV. change, planning, strategy;
V. administration, climate/culture; VI. N/A; VII. N/A.
Likins, P. (1993). Leadership, change and TQM: The Lehigh
University case. Public Administration Quarterly 17(1), 19-29.
The TQM concept is still developing in the industrial setting,
and the transfer of these concepts to higher education is in a
very preliminary stage. One way the principles of TQM might be
applied to academic institutions is explored, with special reference
to Lehigh University. Lehigh offers an unusual amount of outreach
activity and this may have given the institution an unusual opportunity
to advance the quality concept.*
Keywords: I. JB; II. D.; III. NE; IV. change, quality improvement,
transformation; V. academic workplace, management systems; VI.
SC; VII. R.
Love, P. G. (1997). Contradiction and paradox: Attempting
to change the culture of sexual orientation at a small Catholic
college. Review of Higher Education, 20(4), 381-98.
In an era when colleges and universities are working toward
diversity on campus, religiously affiliated institutions (RAIs)
often have a greater difficulty including lesbian, gay, and bisexual
people in the mix. In the context of a small Catholic college,
this study explores some of the deeply rooted encumbrances as
well as some unexpected facilitators of the change process. In
this qualitative study, Love analyzes the efforts of this college
to bring the subject of sexual orientation into their own culture.
Through the words of interviewees, Love described the contradictions
that coexist at RAIs between missions that seek to nurture and
educate the whole individual but also hold strong to position
of the church that condemns homosexuality. He discovered that
as long as the issue remained invisible, there wasn't an awareness
of any contradictions. But when efforts to change the culture
brought these issues into the daily awareness of the campus community,
there was a noticeably unsettled climate. Love stressed that 6
out of 7 ways to bring about change on campus (Peterson et al.,
1986) were not available to this college because of the alliances
that fettered the leadership even if they supported the change.
These obstacles were laid out to assist institutions which might
to attempt change in similar situations. Through the deconstruction
of this culture, issues were made more evident which are generally
not even visible.
Keywords: I.JE; II. D, E; III. QL; IV. change, strategy; V. climate/culture,
academic workplace, faculty, administration; VI. SC; VII. LA.
Lovett, C. (1996). How to start restructuring our colleges.
Planning for Higher Education, 24(3), 18-22.
The president of Northern Arizona University offers advice on
ways that postsecondary institutions (PSI) can overcome the now
detrimental effects of historical agrarian and industrial influences
on PSI's. The academic calendar, based on summers off for agrarian
needs in centuries past, serves no useful purpose in the modern
age and should be revised. She suggests a year-round calendar
which would even out use of facilities, reduce pay inequities
for faculty, and encourage higher summer enrollment of students
(this latter argument seems weak as presented). Industrial practices
that are outmoded include "a faith in the efficiency of the
assembly line, a concern for product standardization, and a preoccupation
with time management." She suggests recognizing that students
enter with vastly different abilities, and that PSI's move towards
competency-based exams and practices, as these more accurately
reflect the needs of modern society. The author speculates on
strategies that might be useful in moving institutions towards
these goals.
Keywords: I. JE; II. C ; III. NE; IV. change, planning, reorganization;
V. curriculum, structure, faculty; VI. N/A; VII. N/A.
Lueddeke, G.R. (1999). Toward a constructivist framework
for guiding change and innovation in higher education. Journal of
Higher Education, 70(3), 235 - 260.
Drawing from the work of other organizational theorists, the
author proposes the Adaptive-Generative Development Model for
institutional change. This model, which focuses not only on adapting
to internal and external circumstances but also to generating
solutions to problems, is comprised of six interrelated items:
needs analysis, research & development, strategy formation
& development, resource support, implementation & dissemination,
and evaluation. The strength of the AG-D model, the author notes,
is its ability to help decision-makers identify actual concerns
and to engage academics through debate and challenge.
Keywords: I. JE, II. C, P; III. QL; IV. change; V. climate or
culture, faculty, leadership; VI. S; VII. R, C.
Luker, M., et al. (1995). Restructuring a large IT organization:
Theory, model, process, and initial results. Cause Effect, 18(2),
24-29,34.
A case study of the process of merging three separate technology
related units into a single division at a large research university
is presented. The University of Wisconsin-Madison faced many challenges
in creating a new cohesive organization. The restructuring process
was based on a theory of "structural cybernetics" which
is described in the article.
Keywords: I. JE; II. D; III. NE; IV. change, restructuring, technology;
V. administration, information technology; VI. SC; VII. R.
Lynton, E. A. (1994). The changing nature of universities.
New England Journal of Public Policy, 10(1), 241-50.
The article discusses the new trends in higher education. Research
has become and excessively emphasized measure of institutional,
and individual, reputation. However, some important measures,
such as societal expectations, have been neglected. To change
this situation, the author argues that the universities should
reset their priorities. The author also describes current efforts
in some institutions that are trying to balance the university
missions. The author also observes that with such efforts, there
has been shifts in faculty roles and rewards.
Keywords: I. JSS; II.C; III. NE; IV. change, reform; V. faculty,
mission, curriculum; VI. N/A; VII. R.
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