The impetus for organisational change: An exploration

El-Khawas, Elaine

doi:10.1080/13583883.2000.9967009

Cited by 6 publications

(2 citation statements)

References 8 publications

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“…They 'seek to avoid dependencies and external control and, at the same time, to shape their own contexts and retain their autonomy for independent action' (Pfeffer and Salancik, 2003, 261). Higher education researchers also found that universities have 'room to manoeuvre' in the process of adapting to the external environments (El-Khawas, 2000;Kogan and Hanney, 2000;Reed et al, 2002;Maassen and Stensaker, 2003;Stensaker, 2006). Strategic planning that focuses only on external threats and challenges is largely unsuccessful in higher education (Chaffee, 1983;Keller, 1997;Birnbaum, 2000), while those considering internal factors are more successful (Rowan, 2006;Shin, 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 94%

Higher Education Quality Assessment in China: An Impact Study

Liu

2014

High Educ Policy

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This research analyses an external higher education quality assessment scheme in China, namely, the Quality Assessment of Undergraduate Education (QAUE) scheme. Case studies were conducted in three Chinese universities with different statuses. Analysis shows that the evaluated institutions responded to the external requirements of the QAUE actively, but the actual effects of the QAUE on university operations were not as high as expected. The empirical study of the QAUE indicates that quality assessments can trigger university change as an external force, but genuine change can only occur when it is integrated with internal motivation and capacities for change. The external and internal forces involved in the process are detailed. The analysis also shows that there is limited impetus for quality assessment as an external force driving university change. This is determined by the functional mechanism of quality assessment per se. Higher Education Policy (2015) 28, 175-195.

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Section: Theoretical Frameworkmentioning

confidence: 94%

Higher Education Quality Assessment in China: An Impact Study

Liu

2014

High Educ Policy

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“…As previously anticipated, various triggerswhich are located either within or outside the organizational boundariesare able to enact structural and procedural processes of change in educational institutions. On the one hand, internal agents, such as top and middle-line managers, have been argued to be crucial initiators of change dynamics (El-Khawas, 2000), in fact, they oversee and handle the interdependencies between the organization and the external environment, performing as catalysts of change events whichin general termsare intended to: improve the functioning of educational institutions, tackle unexpected organizational shocks and deal with abrupt management challenges (van Loon, 2001). On the other hand, external pressures have the potential to prompt a redesign of traditional schemes and practices rooted in educational organizations.…”

Section: Research Findings 31 the Triggers Of Change In Educational Organizationsmentioning

confidence: 99%

Making educational organizations able to change: a literature review

Palumbo

Manna

2019

IJEM

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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 systematic literature review was performed. On the whole, it concerned 330 scientific contributions. Manuscripts were searched in two large citation databases. Tailored selection and inclusion criteria were designed in order to exclusively focus on papers investigating organizational change dynamics in the educational environment. In sum, 41 contributions were included in this literature review. Findings Organizational change in the educational context paves the way for various managerial challenges. First, the internal and external triggers of change should be concomitantly handled, in order to curb isomorphic pressures and steer organizational evolution. Second, specific strategies should be implemented to overcome the barriers to organizational change, including ambiguity and uncertainty. Finally, yet importantly, the side effects of organizational change should be recognized, in an attempt to attenuate their drawbacks on employees’ working conditions. Practical implications Organizational change should be understood as an iterative process, rather than as a circumscribed event. Educational managers should design specific approaches and deploy ad hoc tools to effectively implement organizational change. Originality/value This study attempts to systemize the current scientific literature about organizational change in the field of educational management, illuminating some intriguing avenues for further research.

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Research on Higher Education Policy and Institutional Management

Tight¹

2015

The Palgrave International Handbook of Higher Education Policy and Governance

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The impetus for organisational change: An exploration

Cited by 6 publications

References 8 publications

Higher Education Quality Assessment in China: An Impact Study

Higher Education Quality Assessment in China: An Impact Study

Making educational organizations able to change: a literature review

Research on Higher Education Policy and Institutional Management

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