Organic Academic Leadership

Buller, Jeffrey L.

doi:10.1002/9781119210825.ch10

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…They found that a fear of loss often occurs in the process of organizational change that disturbs the comfort zone of the organization members. This is also supported by Buller (2015) who stated that “People don't really fear change. They fear loss.” This finding is also supported by García-Cabrera and Hernández (2014) who explained that organization members who respond negatively to the change are a pessimistic group where the process of change will threaten the position that they have achieved or what was expected before the change.…”

Section: Discussionmentioning

confidence: 69%

Discomfort and organizational change as a part of becoming a world-class university

Nadia

Sukoco

Susanto

et al. 2020

IJEM

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PurposeThis study examined organizational change in universities as it relates to discomfort among the organization's members.Design/methodology/approachUsing the critical incident technique (CIT), data was collected from the informants in an Indonesian public university that had been mandated by the government to enter the top 500 world university ranking. This would make it a “World-Class” university.FindingsThe findings describe the causes, courses and consequences of the discomfort felt in response to the organizational change in the university context. The causes of discomfort were categorized as a fear of loss, organizational culture, systems and policies, work overload and a lack of resources. Discomfort can manifest through negative affective, cognition and behavioral tendencies. Meanwhile, the consequences result in active and passive participation in the process of the organizational change itself.Originality/valueDiscomfort with organizational change is a new variable that has rarely been explored, thus it requires testing and validation using different methods and contexts, as offered by this study. We have also shown that in the initial stage of organizational change (unfreezing), discomfort will always emerge that must be immediately managed in order not to trigger resistance to change. Furthermore, this study exhibits the use of the critical incident technique in the context of organizational change. Finally, we offer comprehensive views by exhibiting the causes, the reactions shown and the consequences of discomfort with the change.

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Section: Discussionmentioning

confidence: 69%

Discomfort and organizational change as a part of becoming a world-class university

Nadia

Sukoco

Susanto

et al. 2020

IJEM

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“…This discussion is structured around four thematic areas: The policy context; Leadership approaches; The personal impact of leading during the pandemic; and The future of HE leadership. In line with relevant theory, trust is discussed throughout as an overarching issue permeating most themes ( Buller, 2015 ).…”

Section: Discussionmentioning

confidence: 99%

Perceptions of women senior leaders in the UK Higher Education during the COVID-19 pandemic

Wilkinson¹,

Male²

2023

Educational Management Administration & Leadership

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Studies suggest the COVID-19 pandemic disproportionately impacted women. Related research and literature suggest leadership approaches commonly associated with women are more effective during crises, a notion that we sought to explore in this study. This investigation explored how senior women leaders in the UK Higher Education exhibited leadership during the pandemic, whether their approaches had changed during this time and the impact leading during this period had on them. The research used semi-structured interviews with six women senior leaders to uncover insights into their lived experiences. Findings show while their fundamental leadership styles did not change, all participants exhibited situational approaches with higher levels of distributed leadership than pre-pandemic. In several instances, their perception was this was based on gendered differences in their leadership approaches, probably developed because of their socialisation as women. The pressures on participants during the pandemic had a significant personal toll, with this period being articulated as the most difficult in their careers. Peer-to-peer networks functioned as critical support mechanisms for these women leaders. The greatest emergent stressor, however, was government policy changes unrelated to COVID-19 which participants considered would have greater long-term impact and served to destabilise higher education at an already difficult time.

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“…The ability of faculty to articulate these views tenaciously and persuasively is well represented by articles by Brody () and Buller (), both affiliated with the humanities. Buller () points to the accountability culture in higher education and the distorting pressure to demonstrate return on investment; Brody (, p. 20) astutely notes, “Paradoxically, one of the primary goals of teaching the humanities in today's world should be to call into question this very notion of objectivity that so many want to use to evaluate even the humanities.” With views so well entrenched and articulately presented, the general education assessment context calls for new learning about how to make evaluation meaningful. We believe our own case example illustrates some evolution in ways to accomplish evidence‐informed change in the midst of an ongoing paradigm war among the stakeholders.…”

Section: How General Education Assessment Experience Can Inform Evalumentioning

confidence: 99%

Evaluating a General Education Program in Transition

Stevenson

Hicks

Hubbard

2016

New Drctns Evaluation

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This reflective case study uses one public university example to explore the role of student learning outcomes assessment in the improvement of general education programs. These programs are a universal feature of higher education in the United States, requiring learning experiences for all students at an institution—but with little likely commitment from the faculty. Our university's efforts to overcome faculty apathy and resistance, build a responsive assessment system, and direct it toward transformation of our program are instructive beyond the higher education context. We take a participatory, utilization‐focused approach and reflect on what we have learned as it illuminates both the relevance of evaluation concepts to our work in assessment and the contributions from our context to the broader domains of evaluation conceptualization and practice.

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Organic Academic Leadership

Cited by 3 publications

References 4 publications

Discomfort and organizational change as a part of becoming a world-class university

Discomfort and organizational change as a part of becoming a world-class university

Perceptions of women senior leaders in the UK Higher Education during the COVID-19 pandemic

Evaluating a General Education Program in Transition

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