Guiding change in higher education: an emergent, iterative application of Kotter's change model
Guiding change in higher education: an emergent, iterative application of Kotter's change model
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DOI：
10.1080/03075079.2020.1741540
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发表时间：
2020-03-17
影响因子：
4.2
通讯作者：
Datye, Abhaya K.
中科院分区：
文献类型：
--
作者：
Kang, Sung Pil;Chen, Yan;Datye, Abhaya K.
尽管面对不断变化的学习者需求和高等教育资金，大学变革举措变得更加普遍，但许多举措即使在组织变革模型的指导下也未能产生预期效果。本研究的目的是记录美国西南部一家拉美裔服务机构工程部门成功的变革过程。变革工作的重点是提高教师支持多元化学生成功的能力。变革过程是使用 Kotter 的八步变革模型（1996）来规划的，因此是一个规定的、线性的、顺序的变革过程。对教师访谈和会议录音、文物、现场笔记和参与者观察的定性分析强调了科特的变革模型是如何迭代和紧急实施的。重新审视了早期的步骤，并认为策略可以改进。这种方法增强了教师的支持和项目的成功。每个步骤的特征提供了对在高等教育环境中应用科特变革模型的方法的深入了解。
While university change initiatives have become more common in the face of changing learner needs and higher education funding, many fail to produce desired effects, even when guided by organizational change models. The purpose of this study was to document a successful change process in an engineering department at a Hispanic-serving institution in the southwestern United States. The change effort focused on enhancing faculty capacity to support diverse student success. The change process was planned using Kotter's eight-step change model (1996) and was therefore a prescribed, linear, sequential change process. Qualitative analysis of audio-recorded faculty interviews and meetings, artifacts, field notes, and participant observation highlights how Kotter's change model was implemented iteratively and emergently. Early steps were revisited and strategies were treated as improvable. This approach enhanced faculty buy-in and project success. Characterization of each step provides insight into ways to apply Kotter's change model in higher education settings.