Department-Level Instructional Change: Comparing Prescribed versus Emergent Strategies

Autor/inn/en	Quardokus Fisher, Kathleen; Henderson, Charles
Titel	Department-Level Instructional Change: Comparing Prescribed versus Emergent Strategies
Quelle	In: CBE - Life Sciences Education, 17 (2018) 4, Artikel 56 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.17-02-0031
Schlagwörter	Departments; Organizational Change; Educational Change; Higher Education; Instructional Innovation; STEM Education; Change Agents; Universities; Transformational Leadership; Change Strategies + Suchen Sie Ihr Suchwort? Department; Abteilung; Organisationswandel; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational Innovation; Bildungsinnovation; STEM; University; Universität; Lösungsstrategie
Abstract	Academic departments are thought to be highly productive units of change in higher education. This paper investigates department-level instructional change via case studies analyzed with two change frameworks. One framework embodies prescribed change, emphasizing leader actions. The other framework embodies emergent change, emphasizing participants' responsibilities. Analysis identified successes and missed opportunities. The results provide guidance on how change agents might create vision, motivate participants, build momentum, and institutionalize change. Through familiarity with multiple change frameworks, a change agent can plan change initiatives that best fit with the local goals and context, thus increasing the likelihood of success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01