change agents
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2022 ◽  
Vol 9 (1) ◽  
Author(s):  
Karen Viskupic ◽  
Brittnee Earl ◽  
Susan E. Shadle

Abstract Background Efforts to achieve improved student outcomes in STEM are critically reliant on the success of reform efforts associated with teaching and learning. Reform efforts include the transformation of course-based practices, community values, and the institutional policies and structures associated with teaching and learning in higher education. Enacting change is a complex process that can be guided by change theories that describe how and why a desired change takes place. We analyzed the utility of a theory-based change model applied in a higher education setting. Our results provide guidance for change efforts at other institutions. Results Use of the CACAO model to guide the transformation of STEM instruction at a large public university resulted in changes to faculty teaching practices and department culture consistent with the vision defined for the project. Such changes varied across STEM departments in accordance with the emergent nature of project activities at the department level. Our application of the CACAO model demonstrates the importance of (1) creating a vision statement (statement of desired change or end-state); (2) attending to different levels of the organization (e.g., individuals, departments, and colleges); (3) working with change agents who are situated to be effective at different organizational levels; and (4) employing strategies to meet the needs and interests of faculty at different stages of adoption with respect to the desired change. Conclusion Our work, which demonstrates the utility of the CACAO model for change and captures its key elements in a matrix, provides a potential foundation for others considering how to frame and study change efforts. It reinforces the value of using change theories to inform change efforts and creates a structure that others can build on and modify, either by applying our CACAO matrix in their own setting or by using the matrix to identify elements that connect to other change theories. We contribute to the growing body of literature which seeks to understand how change theories can be useful and generalizable beyond a single project.


Legal Studies ◽  
2022 ◽  
pp. 1-24
Author(s):  
Justine Rogers ◽  
Felicity Bell

Abstract A lively debate progresses about change to the professions, including law, especially change in the form of managerialism. ‘Managerialism’ covers the methods and beliefs of managers within organisations, used to actively influence, evaluate, and ‘market’ professional work. But what about when that managerialism is change itself? How do we understand managerialism-as-change? This paper reports on an interview study with change managers, or ‘transformation leaders’ in the legal profession. Transformation leaders offer rich insights into the dynamics of professional change because they are incontrovertibly change agents. They are also themselves a form of managerial change as a new cadre of managers within the professions; managers with ‘hybrid’ identities whose legitimacy in professional settings is not assured. The findings presented include: the change leaders’ identities; the types of change being introduced; the constraints on and affordances for change in legal practices; and how change leaders secure, and sometimes struggle to secure, the authority needed to implement change. The concluding discussion highlights the study's contributions to our understanding of professional change and managerialism in the legal context – both what changes are being pursued and how they are materialising through certain ‘managerial’ goals, strategies, and the interactions of those with mixed identities and status.


2022 ◽  
Vol 12 (3) ◽  
pp. 269-304
Author(s):  
Daniela Schossler ◽  
Carlos Nabinger ◽  
Claudio Ribeiro ◽  
Pablo Boggiano ◽  
Monica Cadenazzi ◽  
...  

Identifying and measuring ecosystem services involving local stakeholders has been characterised as a novel approach in the literature. This article describes the methodology used in the participatory workshops, the lessons learned, and the specific results of applying the Tessa method. The methodology was piloted with 56 researchers and technicians, more than 22 institutions, and 54 livestock producers involved with the grassland conservation initiative, Alianza del Pastizal. Identified change agents with the most significant impact include the absence of a rural workforce, the lack of family succession, and weeding and overgrazing of grasslands. The primary ecosystem services identified included the production of fodder, meat/wool, wildlife forage, way of life/culture, and medicinal plants. The methodology presented here is replicable, capable of expansion to more groups, contributes to a better understanding, by the producers, of their problems and points to the need for the development of public incentive policies.


2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
AnnMarie Alberton Gunn ◽  
Susan V. Bennett

Purpose The purpose of this study is to investigate how participation in a multicultural literature course impacted K-12th classroom teachers’ social justice pedagogy and classroom practices one to three years after completion of the course. Design/methodology/approach This study investigated the effectiveness on teacher practices of a graduate literacy course, which was redesigned within a framework of social justice pedagogy by focusing on critical analysis of texts, teacher inquiry and a literacy civic engagement project. The authors interviewed 20 teachers one to three years after they enrolled in this multicultural children and young adults’ literature course. The authors also explored their classrooms and kept a researcher’s reflective journal. Findings The authors describe how participants implemented social justice pedagogy and strategies with their K-12th grade students. Originality/value While many studies look at how teacher education programs integrate social justice education into their programs, few researchers follow their students into the K-12 classrooms to investigate if teachers are connecting higher education course work and theory into practice.


2022 ◽  
pp. 335-356
Author(s):  
André P. Botha ◽  
Leila Goosen

This chapter presents a reconceptualization of preservice teacher preparation in the context of science, information technology, and African language education using action research (AR). The authors provide a background of AR as a transformative practice, along with benefits and possible limitations, and describe how student teachers turn theory to practice as change agents engaging in reflection and implementing solutions. Collaborative interaction between mentor teachers and lecturers and the project reports and reflective journals generated by the student teachers are integral parts of the research design and internship program. The authors recommend the use of AR to empower student teachers to deal effectively with probems that arise, and they discuss future research directions.


2022 ◽  
pp. 39-71
Author(s):  
Kamran Janamian

In today's competitive business environment, information systems are not a luxury; rather they are vital for survival. A new generation of ISs has been established on cloud capabilities. Moving toward software as a service is not the goal in a business, and if not implemented properly, competitive advantage may even suffer. Managers and change agents should undertake deep study over SaaS implementation before migration. In this chapter, the main elements and features in which CEOs and IT managers should consider in evaluating the SaaS migration option will be provided, and enterprises may be acquainted with the concept, goals, and theoretical foundations of SaaS as a main cloud-based service in the business environment. On the other hand, businesses should undertake some necessary changes in the operating circumstances which are utilization of a proper and modified business models established over a knowledge base strategic movement. This will lead enterprises to achieve the main goals of migrating to SaaS and cloud platforms (i.e., agility, competitive advantage, and innovation).


2022 ◽  
pp. 150-175
Author(s):  
Artineh Samkian ◽  
John Pascarella ◽  
Julie Slayton

This chapter summarizes the ongoing efforts of faculty to develop a program of study embedded in an educational doctorate (EdD) program intended to develop critically conscious educational leaders and change agents. It discusses how courses were collaboratively developed as well as how faculty decided on and began to employ an experimental self-study action research Dissertation in Practice. This chapter then outlines what was learned as a team of collaborators about the best ways to establish coherence and cultivate deep learning to support students' ability to work with adults in the context of instruction and curriculum to address historically entrenched inequities that differentially disadvantage some students while granting privileges to others.


2022 ◽  
pp. 106-126
Author(s):  
Gretchen Bartelson

Student success in higher education depends on a complex set of services that must be integrated seamlessly and delivered to students. This chapter looks at the complex, and often competing, interests of students, faculty, administration, and external stakeholders as they seek to improve student success in higher education. Administrators, mid-level managers, change agents, faculty and ancillary student support services all need to understand the importance of their role in working together to make the changes necessary to improve teaching and learning. The great challenge is managing the change that this will require. Educational institutions in the 21st century need to become agile and able to manage change imposed by both internal and external pressures.


2022 ◽  
pp. 74-103
Author(s):  
Jennifer Schero

Many art museums rely upon volunteers, often titled docents, to implement a range of educational offerings, including guided gallery experiences. As such, docents regularly engage visitors more than most museum staff members. A review of literature spanning over a century provides support for an examination of four reoccurring themes within museum education and docent history: uncertain definitions, professionalization, theoretical foundation, and embedded traditions. Subsequently, consideration of the past offers context for examining contemporary museum education programs that develop the capacity of docents as change agents, including offerings during the COVID-19 pandemic and developing inclusive practice through docent education. The chapter concludes with an envisioning of the future for docents within museum education.


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