The Application of Kotter's Model of Change in the Higher Education: A Case Study in Vietnam Private Universities

With the changing demands of higher quality teaching profession, especially the increasing trend of studying at private universities, many fail to produce desired effects, even when guided by organizational change models. Educational specialists, educators, academics, school administrators, and even scientists have all contributed to the development of change management as a significant concept. The purpose of this study is to apply Kotter's 8-step model of change to educational administration of private universities in Ho Chi Minh City. Change efforts focus on enhancing faculty capacity to support diverse student success. The change process is planned using Kotter's (1996) eight-step change model and is therefore a regulated, linear, sequential change process. The initial steps were reviewed, and the strategies considered workable. This approach enhances faculty acquisition and project success. Characterization of each step provides insight into ways to apply Kotter's model of change in higher education settings.

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Change management in Higher Education by Kotter's Model: A Case Study in Vietnam Private University

Journal of International Business and Management ◽

10.37227/jibm-2021-12-2097 ◽

2021 ◽

Keyword(s):

Higher Education ◽

Change Management ◽

Educational Administration ◽

Change Process ◽

Private Universities ◽

Private University ◽

Teaching Profession ◽

Suitable Model ◽

Change Model ◽

Effective Change

Faced with the changing demands of the higher quality teaching profession, especially the increasing trend of studying at private universities leading to many initiatives on the issue of change and reforming the educational management model brings the effect so the university needs a planned sequential path. The purpose of this study is to examine the evolutionary changes and challenges facing the educational administration of private universities. From there, establish and propose a suitable model based on the apply Kotter's eight-step model of change to enhance effective change management in private universities in Ho Chi Minh City, and at the same time propose a model towards effective change management results across all private universities in Vietnam. Change efforts focus on enhancing faculty capacity to support diverse student success. The change process is planned using Kotter's (1996) eight-step change model and is, therefore, a regulated, linear, sequential change process. The initial steps were reviewed, and the strategies were considered workable. This approach enhances faculty acquisition and project success. Characterization of each step provides insight into ways to apply Kotter's model of change in higher education settings. Keywords: Change Management, Higher education, Kotter’s change model, Private University, Vietnam

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Policymaking and the politics of change in higher education: The new 1960s universities in the UK, then and now

London Review of Education ◽

10.18546/lre.14.1.03 ◽

2016 ◽

Author(s):

Ourania Filippakou ◽

Ted Tapper

Keyword(s):

Higher Education ◽

Change Process ◽

Social Forces ◽

State Institutions ◽

Recent Emergence ◽

Institutional Structures ◽

Change In Higher Education ◽

Political Interpretation ◽

The Uk ◽

Market Pressure

Through an analysis of the foundation of the so-called 'new universities' in the UK, this article offers an interpretation of the change process in higher education. The argument is that although change is driven by economic and social forces, it is the political interpretation of these forces that steers the change process and, therefore, determines the shape of new institutional structures and how they are supposed to perform their tasks. The article contrasts the original steering of the change process by state and quasi-state institutions with the more recent emergence of state-regulated market pressure as the force for change in higher education.

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Enhancing the Effectiveness of Change Management in Private Universities: Case Study in Vietnam

Journal of International Business and Management ◽

10.37227/jibm-2021-12-2096 ◽

2021 ◽

Keyword(s):

Change Management ◽

Educational Administration ◽

School Administrators ◽

Private Universities ◽

Private University ◽

Ho Chi Minh City ◽

Successful Implementation ◽

Suitable Model ◽

Model Based ◽

The University

Change management is known to be a significant model based on theories and practices from educational experts, educators, professors, school administrators, and even scientists. Like other higher education institutions in Vietnam, Private Universities in Ho Chi Minh city are a change management type organization. The management challenge facing contemporary universities refers to the multiple roles assumed by universities and the extraordinary increase in the number of subject fields, heightening, in turn, the complexity of the university environment. However, the previous research about change management of the Vietnamese private university system still has many shortcomings and limitations in terms of both size and quality. There is a lack of studies that have used Kotter's Model of Change (1996) to examine the evolutionary changes and challenges facing Private Universities. So, the main objective of this paper is to establish and propose a suitable model based on the apply Kotter's eight-step model of change to enhance effective change management in private universities in Ho Chi Minh City, and then discussion and recommendation will be presented in the study. To overcome the change challenges, some recommendation was proposed for the successful implementation of the changes for the university. Quantitative method has been utlised to complete this paper. Keywords: change management, educational administration, Kotter’s change model, private university, Vietnam

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Diversidad Cultural y Equidad en Universidades Privadas con Proyecto de Inclusión

Revista Perspectivas Notas sobre intervención y acción social ◽

10.29344/07171714.25.419 ◽

2016 ◽

pp. 103

Author(s):

Ana María Contreras Duarte

Keyword(s):

Higher Education ◽

Theoretical Perspective ◽

Private Universities ◽

Educación Superior ◽

Educacion Superior ◽

Palabras Clave ◽

Distribution Of Resources ◽

Equity And Inclusion

El artículo aborda los problemas de equidad e inclusión en la educación superior en Chile desde una perspectiva que se sitúa más próxima al campo de la sociología de la Educación. Desde allí la perspectiva teórica que sirve de marco orientador del estudio se plantea la posibilidad de comprensión de los fenómenos sociales desde las creencias y acciones de los sujetos. También se asume que el logro de la justicia en una sociedad determinada y en la educación en particular, trasciende a la distribución equitativa de recursos y requiere que los actores educativos, caracterizados por una mayor diversidad, se reconozcan mutuamente unos a otros como lo plantean los teóricos del reconocimiento (Honneth, 2010).Palabras clave: Equidad, inclusión, educación superior, creencias, reconocimiento.Diversidade Cultural e Equidade em Faculdades privadas com Projeto de InclusãoO artigo aborda os problemas de Equidade e Inclusão no ensino superior no Chile desde uma perspectiva que se situa mais próxima ao campo da sociologia da Educação. A partir daí, a perspectiva teórica que serve de marco orientador do estudo, manifesta a possibilidade de compreensão dos fenômenos sociais, desde as crenças e ações dos sujeitos. Também se entende que o logro da justiça numa sociedade determinada e na educação em particular, transcende a distribuição equitativa de recursos e requer que os atores educacionais, caracterizados por uma maior diversidade, reconheçam-se mutuamente uns aos outros como expressam os teóricos do reconhecimento (Honneth, 2010).Palavras-chave: Equidade, Inclusão, ensino superior, crenças, reconhecimento.Cultural diversity and equity in private universities withinclusion projectThe article discusses the issues of equity and inclusion in higher educationin Chile from a perspective closest to the field of sociology of education.Based on that, the theoretical perspective that serves as a guiding frameworkof the study provides the possibility of understanding social phenomenafrom individual beliefs and actions. It is also assumed that the achievementof justice in a given society and in education in particular transcends theequitable distribution of resources. It requires that educational actors,characterized as more diverse, are mutually recognized, as it is suggestedby recognition theorists (Honneth, 2010).Keywords: Equity, inclusion, higher education, beliefs, recognition.

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