Analyzing organizational change in higher education

2004 ◽  
pp. 83-99 ◽  
Author(s):  
Åse Gornitzka ◽  
Peter Maassen
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Change In Higher Education

scholarly journals A Model of the Commitment to Change in Higher Education

2014 ◽  
Vol 30 (1) ◽  
pp. 8-25
Author(s):  
Erika Setyanti Kusumaputri ◽  
Fathul Himam ◽  
Tina Afiatin ◽  
IJK Sito Meiyanto
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Theoretical Model ◽  
Model Test ◽  
Empirical Data ◽  
Chi Square ◽  
Commitment To Change ◽  
Determination Coefficient ◽  
Change In Higher Education ◽  
University Lecturers

The purpose of this study was to find out the correlation between the theoretical model of the organization’s capability contribution, participation, and the climate of change to the commit-ment to change. Subjects were Islamic University lecturers in Indonesia who experienced the organizational change. Findings reveal (a) the theoretical model designed in this study fitted the empirical data; (b) the determination coefficient (R2) of the commitment to change was 15.1%, which showed that 15.1% of the commitment to change can be explained or predicted through the organization’s capability, participation, the climate of change and the open-mindedness to changes variables; (c) the model was acceptable based on the fit model test with 60.785 chi-square value and .275 (> .05) probability, the CFI value was .997 (almost 1), and the RMSEA value was .022 (< .08). This study has found out the determining theoretical model of the commitment to change based on the organization’s capability, participation, the climate of change, and the open-mindedness to changes’ roles in establishing the commitment to change. The open-mindedness to changes as a mediator is significant, because without the mediator, the organization’s capability, participation, and the climate of change have no effects to the commitment to change.

Accomplishing Change in Teaching and Learning Regimes

2019 ◽  
pp. 115-156
Author(s):  
Paul Trowler
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Case Studies ◽  
Teaching And Learning ◽  
Change Agents ◽  
Change Processes ◽  
Documented Case ◽  
The World ◽  
Change In Higher Education

Chapter 6 focuses on change processes within their contexts, and how they have been, and can be, addressed. Drawing on vignettes and on well-documented case studies of organizational change in higher education contexts around the world, the chapter considers the forces of stasis and dynamism of the various elements which constitute teaching and learning regimes. The implications for change agents are unpicked and the notion of a practice-focused way of seeing is further elaborated. The chapter elaborates on how the practice sensibility helps practitioners look beyond quotidian events, conflicts, and issues. It helps change agents know where to look and what to look for in relation to the forces that shape practices, and how they might be addressed to enhance processes and outcomes.

Knowledge sharing and organizational change in higher education

2017 ◽  
Vol 24 (5) ◽  
pp. 355-365 ◽  
Author(s):  
Jay Dee ◽  
Liudvika Leisyte
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Organizational Learning ◽  
Knowledge Sharing ◽  
Organizational Performance ◽  
Institutional Performance ◽  
Organizational Boundaries ◽  
Content Type ◽  
Change In Higher Education ◽  
High Level

Purpose Organizational learning in higher education institutions depends upon the ability of managers and academics to maintain a flow of knowledge across the structural boundaries of the university. This paper aims to understand the boundary conditions that foster or impede the flow of knowledge during organizational change at a large public university. Design/methodology/approach Interview data were collected from 51 academics and 40 managers at the selected university. The analysis focused on two initiatives that managers sought to implement to improve organizational performance. Findings For one of these initiatives, managers engaged in knowledge transformation that enabled managers and academics to learn and collaborate across group boundaries. For the other initiative, managers relied on knowledge transfer practices, which failed to establish productive cross-boundary interactions to support organizational learning. Practical/implications When seeking to implement new initiatives to enhance institutional performance, university managers and academics can view organizational change as a learning process that involves creating and moving knowledge across organizational boundaries. Under conditions of change, the creation and movement of knowledge may require the development of new structures and the use of communications that have a high level of media richness. Originality/value This study provides one of the first empirical investigations of knowledge sharing dynamics during organizational change in a higher education setting.

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