Journal Articles and Chapters
on
Organizational Change and Transformation
(1990 - 2000)
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Table of Content
Rhoades, G. (1995). Rethinking Restructuring
in Universities. Journal for Higher Education Management, 10(2),
17-30.
The restructuring process at the university level is examined
in three separate areas - cost containment, separation of academic
and administrative units and data gathering. Problems that emerge
during restructuring are examined and ideas for moving forward
in the process are discussed.
Keywords: I. JE; II. D,P; III. NE; IV. change, restructuring;
V. administration, information technology, resource allocation;
VI. N/A; VII. N/A.
Rhoades, G. (1990). Change in an Unanchored Enterprise:
Colleges of Education. Review of Higher Education, 13(2), 187-214.
A conceptual study of organizational conditions underlying patterns
of change in colleges of education is outlined. Multiple aspects
of organizational theory are applied when looking at conditions
of chronic instability at the colleges. The history of each of
the colleges is reviewed and colleges of education are compared
to colleges of letters and science.
Keywords: I. JE; II. C; III. QL; IV. change, quality improvement;
V. systems, structure, administration; VI. N/A; VII. N/A.
Rice, D. R. (1991). Improving educational leadership: A
case Illustration of how organizational theory can inform practice.
Journal for Higher Education Management, 7(1), 19-28.
The purpose of this article is to use a case study to demonstrate
the practical application of organizational theory with the goal
of improving leadership effectiveness. The author provides a comprehensive
analysis of a higher education problem as an example of how theory
can inform practice. Using Bolman and Deal's (1984) model, Rice
evaluates a real situation. Each of the four perspectives of the
model result in a different analysis of the same events. Rice
demonstrates the utility of these frames to maximize understanding
of a complex situation. He goes on to explain the importance of
matching a solution to the problem. Through the identification
of the most salient perspective in a given situation, the problem
and the solution should come from within the same frame.
Keywords: I. JE; II. C; III. NE; IV. change; V. leadership; VI.
N/A; VII. N/A
Ringle, P. M. & Capshaw, F. W. (Fall, 1990). Issue-oriented
planning: Essex Community College. New directions for institutional
research (adapting strategic planning to campus realities), 65,
69-82.
A case study of issue-oriented planning at a community college
is presented by the authors. Essex Community College (Maryland)
uses issue-oriented planning in response to environmental changes,
with the goal of maintaining flexibility and adaptability. Management
information systems, budget development and resource development
are issues addressed using centralized and structural processes,
while developmental education reform and revisions of general
education are addressed using a decentralized process.
Keywords: I. JE: II. D; III. NE; IV. change, environmental change,
planning; V. curriculum, information technology, management systems;
VI. SC; VII. CC.
Rowley, G. (1997). Mergers in Higher Education: A strategic
analysis. Higher Education Quarterly, 51, (3) 251-
263.
The author uses a strategic management perspective to look at
recent mergers in higher education. The
objective was discovering and analyzing merger input factors and
process variables, and their contribution to effective outcomes.
Interviews with senior managers in two universities helped develop
a survey of incidents between higher education partners. The incidents
included mergers with further education colleges, other higher
education institutions, and colleges of health.
Keywords: I. JE; II. D, C; III. NE; IV. merger, planning, strategy;
V.academic workplace, management systems; VI. SU, S; VII. M.
Rudzki, R. E. J. (1995). The application of a strategic
management model to the internationalization of higher education
institutions. Higher Education, 29(4), 421-41.
A study of data from business schools in the United Kingdom
is the basis for identifying key elements used in the process
of internationalizing higher education programs. The author presents
a framework for assessing levels of international activity and
a model for developing a strategic internationalization process
at the institutional level.
Keywords: I. JE; II. D,C; III. NE; IV. change, planning; V. academic
workplace, administration; VI. S, VII. NA.
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Schaffer, S. M. (1992). Reformation comes
to the university. Journal of Higher Education Management, 8(1),
7-12.
The corporate world of the 1980s can give lessons to universities
in support of their missions. However, these experiences must
be reviewed and applied carefully to the world of higher education.
Areas that may give higher education guidance include downsizing,
rightsizing, restructuring, streamlining and decentralization.
Keywords: I. JE; II.P ; III. NE; IV. planning, change, strategy;
V. mission, administration, resource allocation; VI. N/A; VII.
R, C.
Schauerman, S. & Peachy, B. (1994). Strategies for implementation:
The El Camino College total quality management story. Community
College Journal of Research and Practice, 18(4), 345-58.
In this case study, the development and implementation of TQM
at El Camino College, is discussed in this article. Motivation
for implementing this change was to "remain educational leaders
with our community." The implementation of the organizational
changes occurred in five phases: development of campus-wide commitment,
forming and training of teams (which included both process and
steering committees) in two phases, changing governance approaches
and program review processes, and the training of "self-directed
TQM employees." Several issues that arose during the process
included the broad areas of resistance to change, and "traps."
Careful implementation analysis and involvement of "all constituent
groups" are discussed as essential ingredients for successful
transformation.
Keywords: I. JE; II. D, E; III. QL; IV. change, quality improvement;
V. administration, leadership; VI. SC; VII. CC
Seymour, D. (1994). The Baldrige cometh. Change, 26(1),
16-27.
Seymour provides a useful primer on the history, procedures,
and criteria of the Malcolm Baldridge Award. Included are recommendations
and warnings for the application of the award to the higher education
context. Sidebars provide specific illustrations of college and
university efforts at interpretation of the Baldridge criteria
and experience with other Baldridge-like awards. Seymour emphasizes
the disparity between industry-related criteria and the culture
of academe, pointing to potential problems when higher education
institutions co-opt Baldridge-type awards. These problems include
the fact that such awards could become a weapon in the hands of
higher ed's critics, and that the industrial roots of such awards
might prevent them from being accepted by academe. Seymour indicates
that a Baldridge-like award could help higher education move away
from assessment of quality based on inputs, and instead examine
processes that could emphasize outputs. Seymour briefly describes
contemporary efforts to transform the Baldridge award into an
appropriate award for higher education.
Keywords: I. JE; II. D, E; III. NE; IV. change, quality improvement;
V. administration, climate/culture; VI. N/A; VII. N/A.
Shafer, B. S. & Reed, W. S. (1996). Consortia in higher
education: Leveraging time, talents, and resources. Business Officer,
30(1), 45-52.
The benefits and obstacles to consortia arrangements in higher
education are explored, and factors of success are identified.
Some of the advantages include savings realized through cooperative
efforts, enriched academic programs, improved student services
and community outreach. Difficulties to overcome include organizational,
procedural and cultural obstacles. Factors for success include
quality of significant opportunities, readiness to work together,
strategic clarity, favorable timing, patience and perseverance.
Keywords: I. JB; II. D; III. NE; IV. change quality improvement,
strategy; V. alliance, administration, curriculum, systems; VI.
S; VII. M.
Shaw, K. A. (1993). Sunflower seeds at Syracuse. Educational
Record, 74(2), 20-27.
This article provides a practical model for utilizing Total
Quality Management to facilitate change in institutions of higher
education. Syracuse University (New York) used quality improvement
as a vehicle to pursue their vision of being a leading student
centered research university. Syracuse Chancellor, K.A. Shaw reflects
upon both successes and pitfalls of the initiation and development
process. On the heels of restructuring, the introduction of TQM
at Syracuse improved morale and gave direction. Shaw's candid
description points out that the process of change creates an expected
amount of upheaval as it lays the groundwork for more focused,
collaborative norms. He stresses that the development of a quality
improvement initiative requires a great commitment of time and
human resources. In an effort to avoid reinventing the wheel,
Shaw suggests that institutions interested in developing a quality
improvement program should review the available literature, learn
from the experiences of other institutions, like Syracuse, and
engage a consultant. The result should be a customized program
which meets the needs of your unique institution.
Keywords: I. JE; II. D, P; III. NE; IV. change, quality improvement,
restructuring; V. academic workplace, administration, mission;
VI. N/A; VII. C.
Shaw, K. A. & Lee, K. E. (1997). Effecting change at
Syracuse University: The importance of values, mission, and vision.
Metropolitan Universities: An International Forum, 7(4), 23-30.
A case study on the process of change at Syracuse University
(New York) during a time of declining enrollment and economic
difficulties is presented. The critical role of core values, institutional
mission, and vision for the future is the focus in this change
process. The author notes results and makes suggestions for adapting
this approach for public colleges and universities.
Keywords: I. JE; II. D; III. QL; IV. change, planning; V. mission,
resource allocation, administration; VI. SC; VII. R.
Simsek, H. (1997). Metaphorical images of an organization:
The power of symbolic constructs in reading change in higher education
organizations. Higher Education, 33(3), 283-307.
The author presents information from interviews with 24 faculty
at a large public university, and finds that the metaphors used
to analyze changes in higher education are congruent with the
strategic choices that guide the behavior of the organization.
Implications for organizational change and organizational maintenance
are presented.
Keywords: I. JE; II. D ; III. QL; IV. change, strategy; V. climate/culture,
faculty; VI. SC; VII. R, C.
Simsek, H. (1997). Paradigm shift and strategic planning:
Planning and management in a turbulent decade. Educational Planning,
10(3), 21-35.
The author proposes that when many variables are in a constant
state of flux, as in the 1990s, conventional managerial and planning
techniques may be inadequate. Traditional strategic planning is
linear and rational and better suited for times when the internal
and external environments are in equilibrium. An organization
change process at a large public university is analyzed using
a paradigm change model and implications are discussed. (39 references)
Keywords: I. JE; II. D; III. NE; IV. change, environmental change,
planning, strategy; V. management systems; VI. S. VII. NA.
Simsek, H. and Louis, K.S. (1994). Organizational change
as a paradigm shift: Analysis of the change process in a large public
university. Journal of Higher Education, 65(6), 1-28.
Using the University of Minnesota as a case study, this article
expands beyond the systems theory perspective to examine the change
process at a higher education institution. The authors consider
various ways to conceptualize change: political, cultural, etc.
They focus on institutional change as an example of paradigm shift,
which heavily relies upon organizational culture. The institution
is recognized as a socially constructed unit, bound within its
own definition of accepted value and practices. Therefore, the
intuition will always try to behave and respond within these self-constructed
views. Building form Kuhn's theory regarding knowledge structures,
the relationship between organizational assumptions and action
is analyzed through the documentation of intuitional myths and
metaphors (solicited from 24 faculty members interviews). The
authors construct a model of organization changes as a paradigm
shift (using characteristics of the Kuhnian change perspective)
composed of five stages: normalcy, confronting anomalies, crisis,
selection, renewed normalcy. They conclude that change can happen
in intuitions and that this process acknowledges aspects of the
old paradigm, incorporating it into the new paradigm. Additionally,
change that is orchestrated form the top cannot define an institution-wide
change unless it takes into account the alternative competing
paradigms that have typically emerged in different parts of the
organization.*
Keywords: I. JE; II. C; III. NE; IV. change, transformation;
V. administration, climate or culture, leadership; VI. SC; VII.
R
Skoldberg, K. (1991). Strategic changes in Swedish higher
education. Higher Education, 21(4), 551-72.
Strategic change in Sweden's system of higher education is explored
in this article. Four areas are reviewed: access, instruction,
institutional classification, and organizational framework. The
author concludes that problems in the system result from a conflict
between the politico-ideological approach to external decision
making, and the socioeconomic level of internal demands.
Keywords: I: JE; II. D; III. NE; IV. change, planning; V. administration;
VI. S; VII. NA.
Slaughter, S. (1995). Criteria for restructuring postsecondary
education. Journal for Higher Education Management, 10(2), 31-44.
The author outlines criteria used most often in restructuring
higher education in the 1980s and 1990s. Restructuring is not
the same as retrenchment. A comparison is made of the criteria
recommended in the literature, and that actually used by practitioners.
The author describes the results and suggests alternatives.
Keywords: I. JE; II. C; III. NE; IV. restructuring, strategy,
planning; V. administration, resource allocation; VI. S; VII.
M.
St. John, E. P. (1991). The transformation of private liberal
arts colleges. Review of Higher Education, 15(1), 83-106.
Case studies of five liberal arts colleges were used to determine
how private liberal arts colleges maintained fiscal health in
the 1980s, in spite of predictions that anticipated their decline
and closure during the period. The research described in the article
aimed to test the hypothesis that liberal arts colleges improved
their fortunes as a result of organizational transformation. The
author concluded that four of the colleges did undergo transformation
in six common areas: academic strategy, management improvement,
enrollment management, adjusted pricing strategies, alternative
revenue sources, and leadership. He also found that the schools
experienced similar changes: stabilized enrollment, revised curricula,
faculty development, improvement of the physical plant, and financial
improvement. The author indicates that certain financial characteristics
of these institutions may mean that his findings can not be generalized
to other institutions.
Keywords: I. JE; II. D, E, C; III. QL; IV. change, environmental
change, strategy; V. academic workplace, climate/culture, curriculum,
faculty; VI. MC; VII. LA.
Stanton, T. C. & Pitsvada, B. T. (1993). Emerging presidential
styles. College and University, 68(1), 12-21.
This study of 502 college and university presidents involved
two stages. After surveying each president, a synopsis of the
results was shared with 90 presidents attending the AASCU Summer
Council of Presidents (1990). The survey results and feedback
from the 90 presidents addressed five broad management themes.
Specifically, the following conclusions among a large array of
insights are drawn. Campus leadership will be much more concerned
with conflict resolution. As change is constant, ability to adjust
to new environments will be the key skill held by future leaders.
It will be difficult for presidents to balance traditions with
change. Collaboration will require that presidents and decision-makers
frequently consult, coordinate and integrate their activities.
Execution of equity and justice hinge on the ethical orientation
of campus leaders. Lastly, organizations will be flatter yielding
a more broad span of control for the president.
Keywords: I. JE; II.; III. QN; IV. change; V. administration,
leadership; VI. SU; VII. N/A.
Swope, S. C. (1994). The approaching value-added education.
Educational Record, 75(3), 17-18.
Non traditional educational services will be a highly competitive
business due to social and technological changes. Colleges and
universities may be too slow in identifying and taking advantage
of these new services, but must do so in creating a "value-added
university", that will prevent them from extinction.
Keywords: I. JE; II. D,P; III. NE; IV. change, environmental
change, technology; V. academic workplace, information technology;
VI. S; VII. NA.
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Teitel, L. (1991). The transformation of
a community college. Community College Review, 19(1), 7-13.
Internall and external changes (administrative reorganization,
enrollment declines, work rule changes) are factors in a community
college's process of transformation. This case study looks at
organizational change by tracing its history, and its current
emphasis on four areas: continuing education, community service,
business and industry contract training, and a vocationally oriented
curriculum.
Keywords: I. JE; II. D; III. QL; IV. change, environmental change,
technology; V. administration, academic workplace, mission; VI.
SC; VII. CC.
Toft, R. J. (Spring, 1991). Managing change creatively.
New Directions for Higher Education (No. 73 Using Consultants Successfully),
19(1), 75-94.
Successful implementation of change in higher education is often
difficult due to the psychological barriers imposed by faculty
and staff. This article examines the conditions affecting institutional
change and offers ways in which the change manager can facilitate
the process on individual and group levels. Two models of institutional
learning, nonadaptive problem solving, characterized by denial
and obfuscation, and adaptive problem solving, which requires
advocacy, inquiry, surfacing of threatening issues, creation of
disconfirmable statements, and public testing of inferences, are
examined in detail. The author contends that in order to gain
true institutional change, managers must embrace the adaptive
model.
Keywords: I. B, II. C, P; III. QL; IV. change; V. academic workplace;
VI. S; VII. M.
Trow, M. (1998). Governance in the University of California:
The transformation of politics into administration. Higher Education
Policy, 11, 201-215.
This article describes in detail the governance mechanism for
the California state higher education system, and how this mechanisms
interacts with state and university political systems. The central
function of governance is resistance of external pressures and
exclusion of partisan politics from internal functioning. The
goal of this kind of governance is preservation of autonomy and
retention of self-governance.
Keywords: I. JE: II. D; III. NE: IV. reorganization; V. governance;
VI. MC; VII. R, C.
Tyler, C. R. (Summer, 1993). Total quality management is
total at fox valley technical college. New Directions for Institutional
Research, 78, 59-63.
Total Quality Management theory was successful at Fox Valley
Technical College (Wisconsin) with positive outcomes in areas
including admission, employee safety, customer focus, policy formation,
management performance appraisal, student services and operational
planning.
Keywords: I. JE; II. D; III. NE; IV. change, quality improvement;
V. administration, management systems; VI. SC; VII. NA.
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Useem, M. (1995). Corporate restructuring
and liberal learning. Liberal Education, 81(1), 18-23.
Two powerful changes in American business - internationalization
and corporate restructuring - point to an increased need for the
types of skills obtained through programs of liberal education.
With regard to internationalization, traditional liberal arts
programs educate students in comparative politics, religion and
languages. In the context of corporate downsizing and restructuring,
corporations have pushed responsibility farther down the organizational
chart and managers have a broader set of responsibilities than
in past eras. Both of these features of restructuring require
managers who are skillful in communication and learning how to
learn -outcomes that are associated with liberal education. In
addition to helping managers adapt to restructured corporations.
these outcomes can serve workers well when they change jobs or
when they are downsized out of a job. The article points to the
need for combining a liberal education with some specific technical
or professional training, and there is the recommendation that
institutions connect professional and liberal learning in their
curricula. There are also recommendations for pedagogy, with the
implication that workers and business would be better served if
higher education provided students with more active learning and
more opportunities for
significant feedback about their learning.
Keywords: I. JE; II. D, E, P; III. NE; IV. change, environmental
change, restructuring; V. curriculum, climate/culture, mission;
VI. N/A; VII. LA.
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van Vught, F.A. (1994). Policy models and
policy instruments in higher education: The effects of governmental
policy-making on the innovative behavior of higher education institutions.
In Smart, J. C. (ed.). Higher Education: Handbook of theory and
research. New York: Agathon Press, 10, 88-125.
The article begins with an examination of two government policy
models: rational planning and control, which assumes a rationalist
perspective on decision-making; and self-regulation, which emphasizes
decentralized decision-making and the limitation of government
to the monitoring of "critical variables." The focus
then shifts to governmental policies with respect to higher education,
and two additional models are introduced: state control and state
supervising. With regard to innovation in higher education, the
author concludes that the state supervising model is better suited
to bring about innovation in higher education systems and institutions
because it acknowledges the fundamental characteristics of higher
education and uses them to stimulate innovation within the entire
system.
Keywords: I. B; II. C, E; III. QL; IV. change, transformation;
V. governance, management systems; VI. S; VII. M.
Vincow, G. (1997). The student-centered research university.
Innovative Higher Education, 21(3), 165-78.
Vincow's essay provides a mission statement and conceptualization
of what would constitute a student-centered research university.
The mission of the research university is to promote learning
through teaching, research, scholarship, creative accomplishment,
and service, according to the author. Success would be judged
by how well faculty promotes student learning and the primary
rationale for research would be how well it promotes learning
among students at all levels: undergraduate, masters and doctoral.
Vincow posits ten key actions which would be required to become
a student-centered research university. Three of the ten key actions
are: 1) developing a holistic approach to the experience of students
and the culture of the institution; 2) supporting student-faculty
relationships to include improved advising and mentoring; and,
3) modifying faculty roles, evaluations, and rewards to increase
emphasis on teaching and advising through the redirection of institutional
incentives and the reallocation of resources to support these
actions. Vincow then moves from the conceptual to the concrete
by providing an outline for constructing a student-centered course.
This is done by reconceptualiz[ing] and develop[ing] the student
centered course from the point of view of its impact on students
and their learning. Vincow offers ways to address faculty concerns
about this concept and closes with a series of questions that
need to be answered in order for the ten key actions required
to become a student-centered research university to be effectuated.
Keywords: I. JE; II. C; III. NE; IV. change, reform; V. curriculum,
faculty, mission; VI. N/A; VII. N/A
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Walsh, D.C. (1998). Effecting change in
higher education: A president's perspective.
CUPA Jounral, 49(v1-2), 1-4.
In this excerpt from an address to the National Association of
College and University Business Officers, Wellesley College President
Diana Chapman Walsh states that colleges and universities function
effectively when dealing with change at a more local, incremental
level. However, high visibility, institutional-level change is
more problematic, and often hindered by protection of the status
quo built into academia. This may pose a threat if environmental
changes dictate the need for more radical or sudden change. Dr.
Walsh poses five observations for effective leadership necessary
to prepare for the changing environment of higher education: clarifying
the organization's values, confronting the difficult work of change,
understanding conflicts as tools for growth, understanding receptivity
as a double- edged sword, and cultivating inner resources for
leadership.
Keywords: I. JE; II. P; III. NE; IV. change, environmental change;
V. administration, leadership; VI. S; VII. LA.
Williams, G. (1993). Total quality management in higher
education: Panacea or placebo? Higher Education, 25(3), 229-37.
This article serves as an introduction to the several articles
on TQM appearing in this issue of Higher Education. Market pressures,
growth in public accountability, and, in Britain, the expansion
of the higher ed system are described as root issues promoting
the use of TQM in higher education circles. TQM has entered the
higher ed community through four different settings: 1) Institutional
governing board members who have had experience with TQM; 2) business
schools; 3) government pressures; and 4) expansion of instructional
activities outside degree-bearing programs in which agencies and
students tend to have an increased customer focus. The article
refers to Dill's six categories of TQM principles and then highlights
the utility of those principles in the higher education context,
and in general treats TQM principles as useful within higher education.
Williams points to the need for institutions to develop means
of increasing intrinsic and extrinsic rewards for teaching (as
opposed to research). A useful overview of the divided loyalties
faced by faculty is provided, and there is a consideration of
the distinction between higher education and industry on this
particular point. Williams also provides a useful overview of
the "customer issue" and describes the need for students
and institutions to clearly describe the requirements and obligations
of both parties.
Keywords: 1. JE; II. D, E; III. NE; IV. change, environmental
change, quality improvement; V. faculty, mission; VI. N/A; VII.
N/A.
Wilms, W. W., Teruya, C., et al. (1997). Fiscal reform at
UCLA: The clash of accountability and academic freedom. Change,
29(5), 40-49.
Starting in 1991, UCLA would keep on reducing its budget until
1994, as start funding declined. To meet this fiscal challenge
while maintaining excellence, UCLA launched a fiscal reform. This
article documents the process. UCLA chose the Responsibility Center
Management (RCM) model to reengineer its financial system. This
process and obstacles and conflicts in it are demonstrated and
discussed. The article ends by asking the question: Whether the
same forces that created RCM can be harnessed to develop a new
theory of the university in contemporary society -- one that is
shared by stake holders, administrators, and faculty alike. The
authors suggest that by using the forces of change to bring all
stakeholders to the table, a new model of higher education institution
for the 21st century may be developed.
Keywords: I. JE; II. D ; III. QL; IV. change, strategy, planning;
V. resource allocation, administration, faculty; VI. SC; VII.
R.
Winck, S. K. (Summer, 1993). Teamwork improves office climate.
New Directions for Institutional Research, 78, 57-58.
In this case study, one unit of the Smeal College of Business
Administration at the Pennsylvania State University, was used
in a pilot project of quality improvement using the Total Quality
Management (TQM) principles. An environment conducive to quality
improvement evolves when TQM team practices are brought into the
everyday
office environment.
Keywords: I. JE; II. D; III. NE; IV. change, quality improvement;
V. administration, climate/culture, management systems; VI. SC;
VII. R.
Winter, R. S. (Summer, 1993). On your mark, set, go! New
Directions for Institutional Research, 78, 101-04.
Total Quality Management (TQM) principles are applied at the
University of Illinois Chicago. Four stages of change are identified:
awareness creation; establishment of initial teams; development
of infrastructure for quality improvement (QI); and institutionalizing
the QI process.
Keywords: I. JE; II. D; III. NE; IV. change, quality improvement;
V. management systems; VI. SC; VII. R.
Wolverton, M., Gmelch, W. H., et al. (1998). The department
as double agent: The call for department change
and renewal. Innovative Higher Education, 22(3), 203-215.
This article responds to a recent Policy Perspectives paper (1996)
by the Pew Foundation, on the role of the academic department
as a powerful counterforce to the prevalent fragmentation in today's
academy. In order for the department to serve in this capacity,
its faculty members must be prepared to maintain: a collective
dialogue and inquiry about effective teaching, a commitment to
quality control, a system of rewarding collective goals, and the
leadership of a purposeful chair. Two suggestions are given to
facilitate this process. First, assessing and rewarding faculty
collectively would lend itself to bringing faculty together in
a spirit of teamwork rather than competition. And second, rewarding
faculty for collaborative efforts is a derivation of the first.
A dual system of budgeting is proposed where a base budget provides
a department with its bare bones necessities, and a development
budget is awarded competitively based on a department's dedication
to partnership and team work. An important link in this process
is the presence of a strong chair who is able to develop trust
among the faculty, as well as a willingness to take risks and
experiment in collaborative activities.
Keywords: I. JE; II. C,P; III. NE; IV. change, quality improvement;
V. academic workplace, leadership, resource allocation; VI. S;
VII. NA.
Wood, R. J. (Fall, 1990). Changing the educational program.
New Directions for Higher Education: (No. 71 Managing Change in
Higher Education), 18(2), 51-58.
The author argues that fragmentation of power within colleges
and universities makes educational programs the element of higher
education most resistant to organized change. However, over time,
the author argues, persistent and thoughtful leadership including
encouragement of academic entrepreneurship and creation of agreement
can transform these programs. As evidence of this perspective,
the author describes the ongoing process of change at Earlham
College in Indiana.
Keywords: I. JE; II. C; III. QL; IV. change, reform, transformation;
V. administration, leadership, faculty; VI. SC; VII. LA.
Woodard, D. B. (1995). Restructuring and policy implications
for students. Journal for Higher Education Management, 10(2), 45-49.
Changes in the college student population have implications
for higher education in the restructuring process. The trends
reviewed include enrollment trends, and trends in students' values
in terms of academic preparation. These changes will affect the
learning environment in the future, and the author speculates
on how things may look in the year 2010.
Keywords: I. JE; II. C; III. NE; IV. change, environmental change,
restructuring; V. administration, curriculum, students; VI. N/A;
VII. N/A.
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Yezer, A. M. (1992). Do procedures that
succeed in a growing institution fail in a period of decline? Journal
for Higher Education Management, 7(2), 15-21.
Planning processes put in place by colleges and universities
in times of expansion hinder the institution's ability to function
effectively in times of retrenchment. The author looks at the
specific characteristics of these planning processes and explains
how methods can be rethought and procedures changed.
Keywords: I. JE; II. C; III. NE; IV. change, planning; V. administration,
management systems; VI. S; VII. NA.
Yin, L. R. & Krentz, R. F. (1995). Birth of a proactive
instructional technology center: A case of system change. T.H.E.
Journal, 23(4), 86-88.
A case study of organizational change at the University of Wisconsin
shows how two departments merged to create a new Information Technology
Center. The article focuses on staffing, staff training and development,
physical renovations, acquisition of technology, use of multimedia
and the implementation of a core curriculum.
Keywords: I. JE; II. D; III. NE; IV. change, technology; V. curriculum,
information technology; VI. SC; VII. R.
Zajac, E. J. & Kraatz, M. S. (1993).
A diametric forces model of strategic change: Assessing the antecedents
and consequences of restructuring in the higher education industry.
Strategic Management Journal, 14, 83-102.
Using longitudinal HEGIS data, Zajac and Kraatz construct a case
that argues that a diametric forces model may be used to address
some of the conflicting pressures for strategic change encountered
by higher education institutions. Environmental and organizational
forces and counterforces in this process are examined in an effort
to determine ways in which restructuring has been useful as a
successful adaptive response. The study found that restructuring
can a predicted, and is not uncommon or a performance-inhibiting
response to changing environmental conditions. Relevance to corporate
restructuring processes and strategic change is addressed in the
conclusion.
Keywords: I. JB; II. E, C; III. QN; IV. change; V. administration;
VI. SU; VII. C
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