2019
DOI: 10.1108/ijem-02-2018-0051
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Making educational organizations able to change: a literature review

Abstract: Purpose Educational organizations have to continuously adapt their structures, processes and practices to meet the evolving institutional and social challenges raised by the external environment. From this point of view, organizational change is a fundamental ingredient of the recipe for success in educational management. The purpose of this paper is to contextualize organizational change to educational institutions, pointing out its determinants, barriers and consequences. Design/methodology/approach A syst… Show more

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Cited by 22 publications
(21 citation statements)
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“…Beyond extrinsic and functional factors, the students' positive perceptions of the relational and emotional attributes of educational services were found to affect the students' quality ratings (Srikanthan and Dalrymple, 2007). In light of these results and adopting an organizational perspective (Palumbo and Manna, 2019), HEIs should attach a special emphasis on the implications of their structures and practices on the students' emotions and social relations. The conventional bureaucratic and provider-centered design of HEIs is thought to undermine their ability to identify and meet the students' perceptions of emotional and relational value (Gunn, 1995).…”
Section: Discussionmentioning
confidence: 98%
“…Beyond extrinsic and functional factors, the students' positive perceptions of the relational and emotional attributes of educational services were found to affect the students' quality ratings (Srikanthan and Dalrymple, 2007). In light of these results and adopting an organizational perspective (Palumbo and Manna, 2019), HEIs should attach a special emphasis on the implications of their structures and practices on the students' emotions and social relations. The conventional bureaucratic and provider-centered design of HEIs is thought to undermine their ability to identify and meet the students' perceptions of emotional and relational value (Gunn, 1995).…”
Section: Discussionmentioning
confidence: 98%
“…Failure to innovate can hinder institutions' potential to sustain or gain competitive advantage, and the ability to innovate is inextricably linked with the internal work processes and structures that support innovation and creativity (Shanker et al, 2017). An institution's competency to remain adept and adapt to emergent changes and bring forth innovative ideas is largely determined by its internal stakeholders', the students', attitude toward readiness for change (Lyman and Daloisio, 2018;Palumbo and Manna, 2019). Readiness for change refers to the "cognitive precursor behavior of either resistance to, or support for, a change effort and these perceptions can facilitate or undermine the effectiveness of a change intervention" (Armenakis et al, 1993 p. 681).…”
Section: Introductionmentioning
confidence: 99%
“…On the other hand, it boosts fair and purposeful interpersonal relationships, which engender increased commitment to change and decreased risks of opportunistic behaviors (van der Voet et al, 2017). In line with these considerations, OM contributes in clearing the uncertainty and ambiguities that affect OC, preventing its negative implications on WD (Palumbo and Manna, 2019b) senses around OC is thought to prevent the escalation of conflicts amongst employees, stimulating their active engagement in the transition process (Shulga, 2020). Alongside OM, EI seems to have an important role in moderating the relationship between OC and perceived unfairness in the workplace (Branch et al, 2013).…”
Section: Discussionmentioning
confidence: 89%