Deans in German Universities: Goal acceptance and task characteristics

Scholkmann, Antonia

doi:10.1080/13583883.2011.601752

Cited by 8 publications

(5 citation statements)

References 23 publications

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“…Taking seriously that resistance to change is in fact multifaceted and systemic, we can assume that the organization acts as an autonomous entity in this, which holds valid interests that need to be mediated through leadership (e.g., Amy 2008 ). Processes of negotiation and coconstruction can clarify change objectives, goals, and practices, which allow for the creation of shared understanding of learning needs and directions at the organizational and individual level As with other fields of organizational theory and research before, the field of (higher) education can provide an interesting template here since it already holds high degrees of self-organization and collegial negotiation practices, which should be used and bridged towards digital transformative processes (Scholkmann 2011 ; Vial 2019 ).…”

Section: Resistance To Digital Change – Unanswered Questionsmentioning

confidence: 99%

Resistance to (Digital) Change

Scholkmann

2021

Digital Transformation of Learning Organizations

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Resistance to change has been elaborated on from different perspectives: with a focus on employee resistance to change and as a systemic phenomenon, but also in the light of digital change and digital transformation. However, an integration of these approaches is not easy to find. This chapter discusses the phenomenon of resistance to change in light of current understandings of the concept as well as new elaborations, which might help to pinpoint specific challenges of digital change resistance. To this end, I will dive into the research traditions that have been built up around the concept. In order to understand resistance to digital change, specifically, I will draw upon the theory of Danish educational researcher Knut Illeris and explore the potential of his writings to explain resistance to digital change from a learning perspective. Throughout I will use examples from higher education digitalization research, to illustrate the respective phenomena. Key navigation points of this chapter are to elaborate resistance to (digital) change both as an individual and a systemic phenomenon and to contribute to a better understanding of resistance to digital change in light of incremental and disruptive change expectations.

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Section: Resistance To Digital Change – Unanswered Questionsmentioning

confidence: 99%

Resistance to (Digital) Change

Scholkmann

2021

Digital Transformation of Learning Organizations

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“…Therefore, at least to some degree this pedagogical approach can also travel to become a management idea, theoretically. However, this will still happen in an institutional environment with flat hierarchies and an inert self-understanding of individual freedom based on scientific expertise (Pellert, 1999) as well as more or less collegial steering mechanisms (Scholkmann, 2011). Against this background, questions of institutional entrepreneurship-i.e., about the specific drivers for the implementation (Czarniawska, 2009)-must be given special consideration when studying PBL implementation as a managerial concept.…”

Section: Understanding Pbl Implementations: Uncharted Territoriesmentioning

confidence: 99%

Why Don't We All Just Do the Same? Understanding Variation in PBL Implementation from the Perspective of Translation Theory

Scholkmann¹

2020

ijpbl

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Variations in PBL implementation need to be seen as the norm rather than the exception, since local PBL practice will always diverge from the “original model”. In order to understand this phenomenon, this conceptional paper first systematizes variations in PBL implementation at the inter-institutional, intra-institutional, and individual level. Then, variation in PBL implementation is discussed through the lens of translation theory as part of the research tradition of Scandinavian Intuitionalism. Resulting insights are applied to develop guiding questions designed to help leaders and PBL researchers to reflect on PBL implementation processes. Uncharted territories in PBL implementation research are identified, and it is argued that researching PBL implementation can serve as a blueprint to understand educational change dynamics in institutions of higher education.

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“…The HEPRO-study did not elaborate on the university as heteronomous organization (Scott 1965(Scott , 1982 or professional organization (Mintzberg 1979(Mintzberg , 1991. A much closer look was taken at the academic profession (Parsons 1968;Parsons and Platt 1973;Stichweh 1994Stichweh , 1996Oevermann 2005) and the differentiation of the roles of academics, especially in concerning top and middle management of universities (Deem 1998(Deem , 2006Amaral et al 2003;Hüther 2010;Scholkmann 2010Scholkmann , 2011. Still upholding the unity of internal and external roles of the professoriate (Kogan and Teichler 2007, p. 12) their loyalty is in motion:…”

Section: Higher Education Professionals As Organizational Professionalsmentioning

confidence: 99%

Forming, Recruiting and Managing the Academic Profession

Teichler¹,

Cummings²

2015

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Scope of the seriesThe landscape of higher education has in recent years undergone significant change. This has been particular the case for research training, academic life, employment, working conditions and entrepreneurial activities of universities around the globe. The academy is expected to be more professional in teaching, more productive in research and more entrepreneurial in everything. Some of the changes involved have raised questions about the attractiveness of an academic career for today's graduates. At the same time, knowledge has come to be identified as the most vital resource of contemporary societies.The Changing Academy series examines the nature and extent of the changes experienced by the academic profession. It aims to address these changes from an international comparative perspective, focusing at both the higher education system level as well as the STEM fields of science, technology, engineering and mathematics in particular. It explores both the reasons for and the consequences of these changes.The series considers the implications of the changes for the attractiveness of the academic profession as a career and for the ability of the academic community to contribute to the further development of knowledge societies and the attainment of national goals. It provides analyses on these matters drawing initially on available data-sets and qualitative research studies with special emphasis on the international studies of the Changing Academic Profession and the national surveys in STEM fields. Among the themes featured will be:

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Deans in German Universities: Goal acceptance and task characteristics

Cited by 8 publications

References 23 publications

Resistance to (Digital) Change

Resistance to (Digital) Change

Why Don't We All Just Do the Same? Understanding Variation in PBL Implementation from the Perspective of Translation Theory

Forming, Recruiting and Managing the Academic Profession

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