Factors and Considerations for Change at James Madison University
Faculty Advisor Name
Dr. Noorie Brantmeier
Department
Department of Learning, Technology and Leadership Education
Description
Higher education faces challenges which are no different than those in the corporate sector. The overlapping variable is change. A landscape of constant shifting in response to multidirectional pressure provides a robust example of the depth affecting change within higher education and the subsequent need for resources and tools to navigate these choppy waters. Higher education leaders and administrators are tasked with guiding the institution through change which takes place in cyclical, non-linear and constantly emerging situations. Resources to assist campus leadership with cases of planned, transformational and emergent change are available in varying forms.
A review of the existing change management literature revealed a generous amount of information. Located in pockets relating to specific aspects of organizational change, the literature scope includes change and leadership, change resistance, organizational change, change models, higher education change, and change theory. The catalyst acting to bring many of these categories together based on best practices and data collection can be identified as the research gap. The current scope of management literature provides an abundance of potential models and frameworks but neglects to address concerns with the facilitation and implementation of change projects and more specifically in higher education.
The purpose of this qualitative case study was to explore from the perspective of JMU change leaders and support at all levels, what factors constrain and support change in the higher education context? Additional examination into how change practitioner leaders lead and facilitate change at JMU, how change affects campus leaders, managers, and staff emotionally, behaviorally, and psychologically at JMU, how the political structure of JMU affects change initiatives, and a closer examination into specific change variables at JMU was included.
In-depth interviews allowed for a deeper examination of leadership challenges, barriers, and recommendations regarding ways to navigate the complexities of organizational change. It also looked at how change was perceived, acted upon, driven behaviorally, and individual impactful at the staff level from those being led through change. As a result of data collected, this study developed a higher education specific model to be used by those in higher education leadership and management roles at JMU who are tasked with facilitating or implementing change.
This study bridged the gap between academic research and practitioner application by creating a cyclical theoretical framework grounding the exploration of complex higher education change management dynamics at JMU. Within the scope of the higher education institution there are multiple environments coexisting under one umbrella. The academic and nonacademic arms of the college or university must be present and functioning effectively for organizational balance to exist. However, deep within the operations of both environments are areas which require further examination. Culture, behavior, and structure are factors which may influence higher educational organizational change. How does change affect each of these higher education arms and what are some of the influential diverse factors? That question and others were explored in greater detail throughout this research.
Factors and Considerations for Change at James Madison University
Higher education faces challenges which are no different than those in the corporate sector. The overlapping variable is change. A landscape of constant shifting in response to multidirectional pressure provides a robust example of the depth affecting change within higher education and the subsequent need for resources and tools to navigate these choppy waters. Higher education leaders and administrators are tasked with guiding the institution through change which takes place in cyclical, non-linear and constantly emerging situations. Resources to assist campus leadership with cases of planned, transformational and emergent change are available in varying forms.
A review of the existing change management literature revealed a generous amount of information. Located in pockets relating to specific aspects of organizational change, the literature scope includes change and leadership, change resistance, organizational change, change models, higher education change, and change theory. The catalyst acting to bring many of these categories together based on best practices and data collection can be identified as the research gap. The current scope of management literature provides an abundance of potential models and frameworks but neglects to address concerns with the facilitation and implementation of change projects and more specifically in higher education.
The purpose of this qualitative case study was to explore from the perspective of JMU change leaders and support at all levels, what factors constrain and support change in the higher education context? Additional examination into how change practitioner leaders lead and facilitate change at JMU, how change affects campus leaders, managers, and staff emotionally, behaviorally, and psychologically at JMU, how the political structure of JMU affects change initiatives, and a closer examination into specific change variables at JMU was included.
In-depth interviews allowed for a deeper examination of leadership challenges, barriers, and recommendations regarding ways to navigate the complexities of organizational change. It also looked at how change was perceived, acted upon, driven behaviorally, and individual impactful at the staff level from those being led through change. As a result of data collected, this study developed a higher education specific model to be used by those in higher education leadership and management roles at JMU who are tasked with facilitating or implementing change.
This study bridged the gap between academic research and practitioner application by creating a cyclical theoretical framework grounding the exploration of complex higher education change management dynamics at JMU. Within the scope of the higher education institution there are multiple environments coexisting under one umbrella. The academic and nonacademic arms of the college or university must be present and functioning effectively for organizational balance to exist. However, deep within the operations of both environments are areas which require further examination. Culture, behavior, and structure are factors which may influence higher educational organizational change. How does change affect each of these higher education arms and what are some of the influential diverse factors? That question and others were explored in greater detail throughout this research.
