The Effect of Institutional Culture on Change Strategies in Higher Education

Kezar, Adrianna; Eckel, Peter D.

doi:10.1080/00221546.2002.11777159

Cited by 140 publications

(123 citation statements)

References 5 publications

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“…Unfortunately, despite a commonly held myth, there is little evidence that maintaining an active basic research program improves the quality of instruction faculty provide for students (Marsh & Hattie, 2002). Even so, based on in-depth analyses at three institutions of higher learning, Kezar and Eckel (2002) argued that if change at colleges and universities is to proceed and endure, such as the broad implementation of learner-centered instruction, the institution's culture must be taken into account by change agents. The authors noted that ''there is evidence that working within the culture facilitates change.…”

Section: Implications For Promoting Instructional Innovation In Scienmentioning

confidence: 99%

Obstacles to instructional innovation according to college science and mathematics faculty

2006

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Numerous studies have documented the infrequent use of learner-centered instruction in college science and mathematics classrooms and its negative effects on undergraduate learning and motivation. The present research deepened understanding of why. Specifically, an Internet survey was constructed that explored obstacles, supports, and incentives for instructional innovation in the classroom and was sent out to college science and mathematics faculty of Louisiana. Results revealed that colleges generally were perceived to assign little or an indeterminate weight to instruction in personnel decision making. Faculty members generally have little training in pedagogy; but when they do, they are more likely to consult sources of instructional innovation and consider teaching an important part of their professional identities. Data concerning the most common sources of instructional innovation information are presented. Several suggestions are made for institutional reform that if enacted might contribute to systemic improvement in the quality of instruction undergraduates receive. ß 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 2007 Several reports over the last decade or so have revealed that college science and mathematics faculty seldom teach undergraduate classes in ways that promote student construction of knowledge, one effect of which has been to reduce the number of students majoring in science

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Section: Implications For Promoting Instructional Innovation In Scienmentioning

confidence: 99%

Obstacles to instructional innovation according to college science and mathematics faculty

2006

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“…Because there is an important relationship between organizational culture and diversity work (Ibarra, 2000;Kezar and Eckel, 2002;Aleman and Salkever, 2003), linking diversity initiatives to institutional mission and overall educational effectiveness is essential for campuses to reach their institutional goals. Most campuses have not had much experience in using evaluation to serve institutional purposes or for learning from their successes and failures.…”

Section: Discussion and Reflectionmentioning

confidence: 99%

Organizational learning: A tool for diversity and institutional effectiveness

Smith

Parker

2005

New Drctns Hghr Edu

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Colleges and Universities have been engaging in efforts related to diversity for decades. While the focus on diversity has waxed and waned during this period, the current demographic shifts in the country have created perhaps one of the most compelling times to engage diversity issues. The combination of these profound demographic changes and the stark socioeconomic and racial gaps that continue to exist in U.S. society and higher education signify a fast increasing educational and career readiness gap between haves and have-nots. This is especially troubling in the light of the increasing demands for education and for competency.Despite much rhetoric to the contrary, many institutions are hardpressed to say how, and whether, progress on diversity is being made. Often when asked about progress, campus leaders respond with anecdotes and a list of programs. Indeed, as the discourse on diversity has increased, the list of programs has also increased. One leader in the field has suggested that this tendency toward "projectitis"-equating diversity progress with diversity activity-is a real problem (Shireman, 2003). As programs and activities increase, it has become clear that institutional capacity to monitor institutional progress has not increased. Moreover, as campuses, particularly in states like California, become more racially and ethnically diverse at the undergraduate level, they are likely to think that they are succeeding at diversity simply by looking at the demographics of that

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“…DH have academic managerial positions and are therefore required to set policy for their units in accordance with economic, technological, political, and social changes (Kezar & Eckel, 2002). Implementing this requirement must be part of their professional identity as well as a result of the directives they receive from those introducing the reforms.…”

Section: Incorporating Inclusion Policy As Part Of the Professional Imentioning

confidence: 99%

“It Is Not Our Business”: Perceptions of Department Heads of Teacher Education Programs Regarding Inclusion

Gilor¹,

Shavit²

2015

JPR

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Implementing changes in the education system requires the mobilization of all parties. Teacher education, as part of the education system, should help in implementing the changes. This study focuses on the change resulting from a policy of inclusion pupils with special needs in the regular education system. The goal of this study was to identify attitudes of department heads of teachers training towards inclusion and their responsibility for the implementation of inclusion policy into teacher education programs. The results show that not all heads departments do not feel professional responsibility for implementing inclusion. They interpret policy according to their role position perception, and according to their limited knowledge about inclusion. Recommendations for change in teacher education in light of these findings can serve as a model to other places around the world.

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The Effect of Institutional Culture on Change Strategies in Higher Education

Cited by 140 publications

References 5 publications

Obstacles to instructional innovation according to college science and mathematics faculty

Obstacles to instructional innovation according to college science and mathematics faculty

Organizational learning: A tool for diversity and institutional effectiveness

“It Is Not Our Business”: Perceptions of Department Heads of Teacher Education Programs Regarding Inclusion

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