Strategic Leadership of Change in Higher Education

Marshall, Stephanie

doi:10.4324/9780203962855

Cited by 17 publications

(8 citation statements)

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“…Leadership of change needs to make transformation happen from the individual to the organisational level with a focus on both the curriculum as well as the culture (Marshall 2007). …”

Section: Levels In Systemic Changementioning

confidence: 99%

Response strategies for curriculum change in engineering

Kolmos

Hadgraft

Holgaard

2015

Int J Technol Des Educ

100

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During the last 25 years, there have been many calls for new engineering competencies and a corresponding gradual change in both curriculum and pedagogy in engineering education. This has been a global trend, in the US, Europe, Australia and now emerging in the rest of the world. Basically, there have been two main types of societal challenges that many engineering institutions have responded to: the employability skills of graduates and the need for a sustainability approach to engineering. These are two very different challenges and societal needs; however, the ways engineering institutions have responded form a consistent pattern across many of the content aspects. No matter the specific character of change, three very different curriculum strategies seem to have evolved: an add-on strategy, an integration strategy or a re-building strategy; the latter involves substantial curriculum re-design. The add-on strategy and integration strategy are the ones most commonly used, whereas the re-building strategy is at an emerging stage in most engineering education communities. Most engineering schools find it very challenging to re-build an entire curriculum, so smaller changes are generally preferred. The purpose of this article is to conceptualise these institutional response strategies in a wider literature and present examples of curriculum change within both employability and sustainability. We will maintain that all these strategies are based on management decisions as well as academic faculty decisions; however the implications for using the various strategies are very different in terms of system change, role of disciplines, leader interventions and faculty development strategies. Furthermore, institutions might use all types of response strategies in different programs and in different semesters. The conceptual framework presented here can provide analytical anchors, hopefully creating more awareness of the complexity of systemic change.

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“…Leadership of change needs to make transformation happen from the individual to the organisational level with a focus on both the curriculum as well as the culture (Marshall 2007). …”

Section: Levels In Systemic Changementioning

confidence: 99%

Response strategies for curriculum change in engineering

Kolmos

Hadgraft

Holgaard

2015

Int J Technol Des Educ

100

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“…In other words, the exploration phase supports the 'reconceptualisation of the purpose and modus operandi' of EDCs called for by Holt, Palmer and Challis (2011, p. 15). According to Marshall (2007), the Bullock and Batton four-phase generic framework was adopted to good effect by over half of the twenty-five strategic change projects in a major UK Leadership Foundation for Higher Education (LFHE) initiative. However, Marshall (2007, p. 7) prefers to call the first phase 'analysis', explaining that this phase comprises an initial examination of the current situation, the desired situation and the distance between the two.…”

Section: Introducing Product Based Analysismentioning

confidence: 99%

Visualizing strategic change in an educational development centre with product-based analysis

King

2013

International Journal for Academic Development

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AcknowledgementsThanks are due to colleagues for their friendly critique on early drafts of this paper and the development of the two strategies it contains, as well as to all those who have supported the development of the PBA technique over the years.PRINCE2® is a trade mark of the Office of Government Commerce, UK. Notes on contributorsVirginia King is a UK-based higher education consultant. Specializing in project management and educational research evaluation, she works with a range of higher education institutions. In diverse international roles as editor, conference convenor, peer reviewer, collaborator and critical friend, she has helped numerous colleagues refine and publish their research. Her own publications concern visualization techniques, change, and education research communities.* Email: v.c.king@coventry.ac.uk Visualizing strategic change in an educational development centre with product based analysisProduct based analysis (PBA) is a new way of modelling the strategic direction of an educational development centre (EDC). It was developed within an English EDC to complement other strategic techniques, providing a means of visualizing the overall strategy. This critique of PBA is set in the context of global university reforms, restructurings and economic constraints which EDCs mirror in miniature. The case for PBA is demonstrated through two exemplars, one retrospective, the other applied to the same group, now dispersed several years on, as it sets out a collaborative strategy to address the future uncertainties shared by many EDCs.

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“…The list of challenges grows longer as university core business increases in complexity (Barnett, 2004;Drew, 2006;Hanna, 2003;Marshall, Adams, Cameron, & Sullivan, 2000;Marshall, 2007;Middlehurst, 2007;Scott, Coates & Anderson, 2008;Snyder, Marginson & Lewis, 2007). This paper discusses some of the points of tension for academic and administrative staff pertaining to leadership in higher education.…”

Section: Introductionmentioning

confidence: 99%

Issues and challenges in higher education leadership: Engaging for change

Drew

2010

Aust. Educ. Res.

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It is proposed from this study that engaging productively with others to achieve change has never been more critical in educational environments, such as universities. Via semi-structured interviews with a cohort of senior leaders from one Australian university, this paper explores their perceptions of the key issues and challenges facing them in their work. The study found that the most significant challenges centred around the need for strategic leadership, flexibility, creativity and change-capability; responding to competing tensions and remaining relevant; maintaining academic quality; and managing fiscal and people resources. Sound interpersonal engagement, particularly in terms of change leadership capability, was found to be critical to meeting the key challenges identified by most participants. In light of the findings from the sample studied some tentative implications for leadership and leadership development in university environments are proposed, along with suggestions for further empirical exploration.

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Strategic Leadership of Change in Higher Education

Cited by 17 publications

References 0 publications

Response strategies for curriculum change in engineering

Response strategies for curriculum change in engineering

Visualizing strategic change in an educational development centre with product-based analysis

Issues and challenges in higher education leadership: Engaging for change

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