Journal Articles and Chapters
on
Organizational Change and Transformation
(1990 - 2000)
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Table of Content
MacKnight, C. B. (1995). Managing technological
change in academe. Cause Effect, 18(1), 29-31,35-39.
This article describes the strategies used by a number of small
private and public colleges and universities to support changes
in information technology. The article discusses technology as
it pertains to a number of areas common to all including academic
implications such as distance learning, high-tech classrooms,
the debate over institutional development of software versus purchase,
costs associated with technology and obsolescence.
Keywords: I. JE; II.D; III. NE; IV. change, strategy, technology;
V. information technology, administration, academic workplace;
VI. N/A; VII. M.
MacTaggart, T.J. (1998). Why the time is ripe for restructuring.
In MacTaggart, T.J. (ed.). Seeking excellence through independence:
Liberating colleges and universities from excessive regulation.
San Francisco: Jossey-Bass, 3-20.
This article traces the development of increased federal and
state regulations on higher education, and asserts that these
restrictions are now hindering the ability of institutions to
adjust expediently to changes in the environment. It is argued
that higher education's special mission of creating and disseminating
knowledge demands greater freedom; specifically, that new communication
technologies require decentralized structures, that the current
governance, coordination and management systems do not work, and
that concurrent with greater freedom will come better academic
leadership. Central to the arguments are the concepts of decentralization
and deregulation, at both the micro and macro levels.
Keywords: I. B; II. P; III. NE; IV. restructuring; V. governance,
structure; VI. SA;
VII. M.
Marcus, L.R. (1997). Restructuring state higher education
governance patterns. The Review of Higher Education, 20, (4), 399-418
This article examines whether any combination of factors will
predict the enactment of proposals for the restructuring of state-level
governance and institutions of higher education. Using both quantitative
and qualitative methods, the author analyzes a number of variables,
including initiation of proposals, rationale for the proposals,
and internal and regional factors, with a particular emphasis
on centralized or de-centralizing of governance authority. Results
indicate that proposals aimed at reducing costs or increasing
institutional accountability pass at higher than average rates.
Also, there was a strong positive correlation between the existence
of a state-level/institutional power struggle and the willingness
of elected state officials to exercise authority.
Keywords: I. JE; II. E: III. BT; IV. restructuring; V. governance;
VI. S; VII. M.
Martin, J. & Samels, J. (1994). The new kind of college
mergers. Planning for Higher Education, 22(2), 31-34.
Martin and Samels contrast "mutual growth mergers"
with the more traditional perception of higher education mergers
that occur due to financial hardship. They indicate that the 1980s
produced many higher education mergers with a primary emphasis
on increasing academic quality and services - not financial relief.
More specifically, "mutual growth mergers" allow institutions
to clarify course offerings, eliminate curricular redundancies,
and enhance faculty "depth" in merged institutions.
Several paragraphs are devoted to brief descriptions of mutual
growth mergers. Attention is given to some of the inevitable problems
associated with academic mergers, and Martin and Samels propose
a five-step process to reduce conflict and friction in the merger
planning and implementation process.
Keywords: I. JE; II. E, C; III. NE; IV. environmental change,
merger, planning; V. resource allocation; VI. N/A; VII. N/A.
Matthews, G. J. &. Curry, J. A (1995). Back to the drawing
board. Trusteeship, 3(3), 13-17.
The issues of declining enrollment and an unbalanced budget
are faced by Northeastern University (Massachusetts) in this case
study of institutional restructuring. The approach used by the
University in addressing the crisis focused on developing a partnership
with faculty, instead of imposing changes at the
administrative level, and radical change was favored over easy
solutions.
Keywords: I. JE; II. D; III. QL; IV. restructuring, change, environmental
change; V. faculty, administration, governance; VI. SC; VII. R.
McCoy, J. J. (1997). The dean as advocate for change. New
Directions for Higher Education, 25(2), 109-13.
McCoy's treatise on the role of professional school deans in
advocating for change identifies four major societal changes that
are affecting engineering education. These forces are: 1) the
change in American corporate culture in response to fears about
global competition; 2) the dramatic drop in the number of American
students aspiring to careers in engineering and science; 3) the
change in funding of academic engineering research; and 4) the
globalization of engineering research and design. McCoy asserts
that as these pressures continue to mount, deans must serve as
both interpreters of these pressures and as advocates for the
changes needed to successfully adapt the university to them.
Keywords: I. JE; II. D, P; III. NE; IV. change, environmental
change; V. curriculum, leadership, climate/culture; VI. N/A; VII.
N/A.
Micthell, T. R. (1997). Border crossings: Organizational
boundaries and challenges to the American professoriate. Daedalus,
126, 265-292.
The article examines faculty roles from the perspective of institutional
"boundary mechanisms." Two means for defining organizational
boundaries are described: buffering and bridging. Buffering insulates
faculty, and core institutional functions, from unwanted environmental
influences. Examples of buffering include faculty tenure policies
and admission policies. Bridging is a mechanism by which institutions
absorb environmental demands and influences without interfering
with the institution's core technologies. Earlier in the twentieth
century, professional schools and extension programs were considered
bridging mechanisms. In recent years, as these programs have assumed
the role of the institutional core, soft-money units and research/service
institutes have taken on the bridging function. Mitchell claims
that in contemporary American higher education, the boundary maintenance
function is less of an institutional function and more of a function
of individual faculty members, who are engaged in extensive externally-funded
research and consulting. This boundary maintenance function may
create stresses on individual faculty, and on the institution
which must increasingly monitor the activities of individual faculty
members.
Keywords: I. JE; II. D, C; III. NE; IV. environmental change,
reform; V. academic workplace, faculty, structure; VI. N/A; VII.
M.
Mielke, P. L. & Schuh, J. H. (Summer, 1995). Ethical
issues related to restructuring. New Directions for Student Services,
70, 75-86.
Ethical issues faced in the process of restructuring are explored
by the authors, who offer a framework for thinking about principles
through the use of codes of ethics, and reviewing specific dilemmas
that are faced. Areas that are addressed include the allocation
of resources and management. Decisions made by management are
influenced by ethical guidelines.
Keywords: I. JE; II. C,P; III. NE; IV. change, restructuring;
V. management systems, resource allocation; VI. S; VII. NA.
Mithers, C.L. (1999). Welcome to Multicultural U. Los Angeles
Times Magazine (May 2nd), 11-13. 30, 32.
This brief article discusses John B. Slaughter's term as president
of Occidental College and the changes that ensued. A major theme
carried out by Slaughter is a "college education is the road
to fulfillment and success - access can be given without compromising
scholastic standards." As president, Slaughter anticipated
the demographic changes facing Southern California and by doing
so implemented a change towards multiculturalism - through opposition
and against odds. He is praised for his "Democratic"
leadership style demonstrated through a short history of his educational
and professional life. This example of transformation at Occidental
College has been praised and critiqued.*
Keywords: I. II. D; III. NE; IV. change, transformation; V. leadership;
VI. SC; VII. LA
Morris, E. E. J. (1994). The four Rs of higher education:
Restructure, reinvent, rightsize, revenue. Business Officer, 28(4),
45-47.
The recent emphasis on applying business solutions to the higher
education arena is highlighted in this article. Environmental
factors including public attitudes have exhibited influence on
approaches to leadership in higher education. Approaches used
by businesses (restructuring, reinventing, and rightsizing) are
being used at colleges and universities, but the author states
that these methods won't be effective unless more attention is
paid to the revenue problem.
Keywords: I. JB; II. D.P; III. NE; IV. change, environmental
change, restructuring; V. administration, climate/culture, resource
allocation; VI. S; VII. NA.
Myers, R. S. (Summer, 1996). Restructuring to sustain excellence.
New Directions for Higher Education, 94, 69-82.
As the higher education entering a time of constraint finance
and public skepticism, there have been practices such as retrenchment
to meet the challenges. The author suggests restructuring as a
long-term fundamental change to meet the demand of emerging challenges
and opportunities. The author suggests redirecting scarce resources,
program review and elimination , and administrative and academic
reallocations as strategies to fight financial difficulties. To
improve the quality undergraduate education as demanded by the
public, the author suggests rethinking the research-teaching balance,
redeployment of faculty from graduate to undergraduate education,
improving teaching effectiveness through evaluation and support,
and reforming graduate education as strategies.
Keywords: I. EJ; II. P ; III. N-E; IV. restructuring, planning,
quality improvement; V. resource allocation, structure; VI. N/A;
VII. N/A.
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Nagy, J. et. al. (1993). Madison: How TQM
helped change an admissions process. TQM on campus, case study number
three. Change, 25(3), 36-40.
The successful implementation of Total Quality Management (TQM)
in restructuring the graduate school admissions process at the
University of Wisconsin-Madison is described in this article.
The lessons learned during this process are discussed, which may
benefit other colleges who are facing a restructuring process.
Keywords: I. JE; II. D; III. NE; IV. change, quality improvement,
restructuring; V. administration, management systems; VI. SC;
VII. R.
Nedwek, B. P. (1998). Organizational transformation begins
with you. Planning for Higher Education, 26(4), 31-36.
This article defends the assertion that institutional change
is dependent on individual transformation and at the core of this
transformation is the ability to see things differently. In the
process of change, the ability to sustain creative activity in
an organization is a function of individual growth and development.
Nedwek suggests that if transformation in institutions of higher
education is not rooted in our obligation to the learner, we are
failing our responsibility. Therefore, responsible change includes
individuals who are committed to learning and institutions committed
to organizational learning. Nedwek discusses the challenges of
change found in many traditional planning processes. He points
out the importance of attitudes and behaviors that promote the
acceptance of responsibility and continually stresses that individual
transformation is the essential building block of organizational
change.
Keywords: I. JE; II. D, P; III. NE; IV. change, transformation,
planning; V. climate/culture, mission; VI. N/A; VII. N/A.
Neumann, A. (1993). College Planning: A Cultural Perspective.
Journal for Higher Education Management, 8(2), 31-41.
The author suggests that beyond looking at the substantive effects
of change on an organization, the cultural effects should be reviewed
as well, and discusses cultural factors that should be considered
during the planning process.
Keywords: I. JE; II.C; III. NE; IV. planning, change; V. climate/culture,
leadership, administration; VI. N/A; VII. N/A.
Newton, R. (1992). The two cultures of academe: An overlooked
planning hurdle. Planning for Higher Education, 21(1), 8-14.
Higher education institutions blend two different cultures which
affects how planning, assessment and institutional change are
viewed. One is the traditional community of scholars, and the
other is more corporate - those that see the institution as a
business. The coexistence of these two complicates the planning
process, and requires skilled leadership and an understanding
of the history and nature of the university.
Keywords: I. JE; II.C; III. NE; IV. change, planning; V. climate/culture,
alliance/partner, administration; VI. N/A; VII. N/A.
Nixon, J. (1996). Professional identity and the restructuring
of higher education. Studies in Higher Education, 21(1), 5-16.
Nixon's study brings insights from thirty interviews with British
university teachers in two different institutions one an "old"
institution and one a "new" institution ñ to
the debate on the restructuring of higher education. Nixon identifies
three dramatic changes in the conditions of higher education that
have occurred over the past 30 years. These changes include: (a)
a dramatic increase in student numbers, changes in their demographic
characteristics, and reduced resources per student (b) changes
in curriculum, teaching, and assessment, and (c) changes in the
conditions of academic work. According to Nixon, these changes
have led to a crisis in professional identity among university
teachers. The crisis is manifest among university teachers in
three ways: 1) professional responsibilities now include the need
to be both an excellent teacher and an excellent researcher with
reward structures creating increasing pulls on faculty to participate
in the intellectual life off campus more than on campus; 2) the
occupation has become so diverse and stratified that the term
professional may no longer even apply to the majority of university
teachers, and; 3) these transformations have created a new faculty
proletariat with no ideological control over their work which
is characterized by insecurity, competition and surveillance.
Nixon derives three managerial implications for the restructuring
of higher education from his interviews with university teachers.
These implications are: 1) the need to recognize teaching as an
important area of expertise in its own right with the concurrent
need to provide structures of professional development to ensure
the growth of that expertise within the faculty; 2) the need to
reintegrate teaching and research with the resulting need to create
structures to facilitate departmental and cross departmental collegiality;
and 3) the need to recognize the value and wide variety of research
traditions and outcomes.
Keywords: I. JE; II. D, E; III. NE; IV. restructuring, change;
V. faculty, academic workplace, governance; VI. N/A; VII. N/A.
Norris, B. (1996). Managing diversity within South African
technikons: A strategic management approach. South African Journal
of Higher Education, 10(2), 25-29.
This article reviews how a model for strategic management of
diversity was created for technical institutes in South Africa,
based on experiences with affirmative action and management of
diversity of five research universities in the United States.
The final model consisted of six components: organizational culture;
organizational/environmental change; Total Quality Management
approach; participative decision making; resource development;
and strategic planning.
Keywords: I. JE; II. D,P; III. NE; IV. change, environmental
change, strategy; V. climate/culture, management systems; VI.
S; VII. NA.
Norris, C. J. & Barnett, B. (1994). Cultivating a new
leadership paradigm: From cohorts to communities. Paper presented
at the annual meeting of the University Council for Education Administration
(Philadelphia, PA) October 28-30, 1994.
A qualitative study on cohort structures and leadership development
is presented, based on data derived from the journals of 51 students
enrolled in cohort programs at four university systems in California,
Colorado, Texas and Wyoming. Cohorts operate as communities, that
promote the enhancement of individual and group development ,
and provide mutual support and solidarity. This in turn effects
issues of organizational transformation and leadership. The group
and the individual interact to the benefit of both. As one is
strengthened, so is the other.
Keywords: I. NA, II. E; III. QL; IV. transformation; V. administration,
leadership, structure; VI. MC; VII. NA.
Norris, D. M. & Dolence, M. G. (1996). IT Leadership
Is Key to Transformation. Cause Effect, 19(1), 12-20.
A shift from the industrial age to that of the information age
is the challenge which colleges and universities must face if
they are to remain competitive and capitalize on new opportunities.
This transformation will involve changes in leadership, strategies,
planning challenges, vendor roles, and new economic paradigms,
necessary to the transformation. In addition, new models of information
technology are presented.
Keywords: I. EJ; II. C ; III. NE; IV. change, planning, technology;
V. leadership, information technology; VI. N/A; VII. N/A.
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Olivas, M. A. (1992). The Political Economy
of Immigration, Intellectual Property, and Racial Harassment: Case
Studies of the Implementation of Legal Change on Campus. Journal
of Higher Education, 63(5), 570-98.
Three case studies surrounding the issue of legal change in
higher education are presented. The three cases include: the residency
status of a foreign student; faculty rights to inventions and
discoveries; and racial harassment on campus. In order to measure
the effects of policy implementation, an implementation process
model is described and recommended.
Keywords: I. JE; II. D,P III. QL; IV. environmental change, change,
strategy; V. faculty, mission, administration; VI. MC; VII. M.
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Parilla, R. E. (1993). Adapting Institutional
Structure and Culture to Change. New Directions for Community Colleges,
21(4), 21-33.
For community colleges to deal with the shifting demands of
the global marketplace, a management model that values continuous
improvement and is sensitive to external pressures must be developed.
The author suggests several approaches to organizational change,
including to recognize the problem, prescribe remedies, equate
organizational change with growth, and build a shared vision around
common values. Some principles for the remedies are: Stressing
shared values, having a bias for action ,personalizing students,
encouraging autonomy and entrepreneurship, fostering productivity
through people, keeping the approach simple and staff lean, and
balancing control and latitude. A case study of Montgomery College
in Maryland demonstrates how it defined the problems, took restructuring
strategies, and nurtured a new culture, to become an adaptive
institution. By taking such a changing process the author believes
community colleges can build a cycle of success that is combined
of continuous improvement, ownership, empowerment, and constant
self-evaluation.
Keywords: I. JE; II. P ; III. QL; IV. change, quality improvement,
planning; V. climate/culture, strategy, administration; VI. SC;
VII. CC.
Penney, S. H. & MacCormack, J. F. (1992). Managing on
the edge: Massachusetts after the miracle. Journal for Higher Education
Management, 7(2), 23-52.
Retrenchment in higher education is the focus of this case study
at the University of Massachusetts at Boston during the 1988-91
downturn in the state's economy. The study looks at the growth
period that proceeded this downturn, and reviews the state and
higher education responses to economic conditions. Leadership
during times of cuts, planning approaches used and lessons learned
from the experience are presented.
Keywords: I. JE; II. D; III. NE; IV. environmental change, planning;
V. administration, climate/culture, leadership, resource allocation;
VI. SC; VII. C.
Peterson, M. (1997). Using contextual planning to transform
institutions. In Peterson, M., Dill, D. & Mets, L. (Eds.). Planning
and Management for a Changing Environment. San Francisco: Jossey-Bass.
Peterson explains contextual planning as an emerging approach
that supplements earlier long-range and strategic approaches to
planning. It is then analyzed in the context of its usefulness
in the postsecondary knowledge industry of the 21st century. In
presenting a contextual approach, Peterson first addresses the
evolutionary nature of planning to suggest the relationship of
long-range, strategic, and contextual planning. These three approaches
are then contrasted in order to clarify the nature of contextual
planning, and its relationship to the two former approaches. A
process view, identifying the elements of contextual planning,
provides further insight into its nature and applicability. A
brief case study shows how the approach is useful in understanding
one institution's efforts to redirect its mission for the 21st
century. Finally, a set of conditions for implementing contextual
planning is discussed.
Keywords: I.B; II. C; III. NE; IV. planning, strategy; V. academic
workplace, administration, mission, structure; VI. S; VII. NA.
Peterson, M. & Dill, D. (1997). Understanding the competitive
environment of the postsecondary knowledge industry. In Peterson,
M., Dill, D. & Mets, L. (Eds.). Planning and Management for
a Changing Environment. San Francisco: Jossey-Bass.
Peterson and Dill outline major changes in higher and postsecondary
education since 1950, including the dramatic rise in number of
community colleges and proprietary institutions. These changes,
they argue, transformed traditional higher education first into
mass higher education, and more recently into a postsecondary
knowledge industry. This redefinition of the "industry"
of higher education demands changes in approaches to institutional
planning. A modified schema of competition borrowed from Michael
Porter in the business literature is used to explain the nature
of forces shaping competition in this industry. Peterson and Dill
construct a helpful table intersecting the schema's six forces
with six challenges facing higher education as it enters the 21st
century. The six challenges are: changing patterns of diversity;
the telematics revolution; quality reform; economic productivity;
postsecondary relearning; and the globalization of scholarship.
Nine planning challenges are listed to close the chapter, and
the authors encourage institutional planning to address questions
related to institutional redefinition, redirection, reorganization
and renewal.
Keywords: I. B; II. C; III. NE; IV. change, environmental change,
planning, transformation, technology; V. academic workplace, administration;
VI. S; VII. NA.
Peterson, M. W. (1995) Images of university structure, governance,
and leadership: Adaptive strategies for the new environment. In
Dill, D. D. & Sporn, B. (Eds.) Emerging Patterns of Social demand
and University reform: Through a Glass Darkly. Oxford: Pergamon
Press, 140-158.
Using a multinational perspective, the article examines current
images of structure, governance and leadership in higher education
and the nature of external changes as institutional challenges.
It is suggested that these challenges will require a new perspective,
from an educational service industry to a post-secondary knowledge
industry. Possible impacts of this paradigm shift on organizational,
governance, and leadership images are then discussed. The author
suggests the use of "contextual planning" in determining
how higher education institutions can successful adapt to the
new paradigm.
Keywords: I. B; II. D, C; III. NE; IV. change, environmental
change; V. climate/culture, governance, structure; VI. SA; VII.
M.
Phipps, R. A. (1996). Square One in the Restructuring Process.
Trusteeship, 4(2), 21-25.
How should decision-makers start a fundamental change in higher
education? This article suggest trustees initiate a fundamental
inquiry of what its institution does and why. Three categories
of questions should be posted to their president, senior administrators,
and the academic community. They are questions concerning: transmitting
and integrating knowledge (teaching), creating and applying knowledge
(research), and the academic tenure system. For example, questions
of the first categories may include what do we want our students
to know, what are the most effective ways students learn, and
how can we use technology to enhance learning? Questions of the
second category include what is the best way to focus on quality
of research, not quantity, is it necessary to provide every faculty
member a certain amount of time every year for research and writing
and how can we expand the definition of research beyond publications?
Keywords: I. JE; II. C; III. NE; IV. restructuring, change; V.
governance, faculty, mission, curriculum; VI. N/A; VII. N/A.
Potter, D., et. al. (1992). Maintaining Momentum and Quality
in a Time of Decline: A Case Study. Journal for Higher Education
Management, 7(2), 53-65.
This case study of Virginia's George Mason University looks
at its response to the economic decline of 1989-92. Four stages
in the downturn are presented, as well as GMU's management of
planned and unplanned reductions, and planning and policy issues.
The politics of decline are also explored.
Keywords: I. JE; II. D ; III. QL; IV. change, planning, environmental
change; V. resource allocation, administration; VI. SC; VII. C.
Presley, J. B. & Leslie, D. W. (1999). Understanding
strategy: An assessment of theory and practice. In Smart, J.C. (ed.)
Higher Education: Handbook of theory and research. New York: Agathon
Press, 14, 201-239.
The authors provide a thorough analysis of the state of strategy
formation in both corporate and higher education settings. The
article begins with an overview of the history of strategic planning,
continues with an examination the components of the strategic
planning process, and concludes with suggested areas for further
research. The authors maintain that within the higher education
literature, strategic planning is promoted as a valid response
to environmental challenges, yet colleges and universities must
understand the markets and public policy arenas in which they
operate and be willing to undergo substantial transformations
in order to survive.
Keywords: I. B; II. C; III. QL; IV. strategy; V. leadership,
systems; VI. S; VII. M.
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