Institutional Transformation Reflected: Engagement in Sensemaking and Organizational Learning in Florida's Developmental Education Reform

Autor/inn/en	Mokher, Christine G.; Park-Gaghan, Toby J.; Spencer, Hayley; Hu, Xinye; Hu, Shouping
Titel	Institutional Transformation Reflected: Engagement in Sensemaking and Organizational Learning in Florida's Developmental Education Reform
Quelle	In: Innovative Higher Education, 45 (2020) 1, S.81-97 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-019-09487-5
Schlagwörter	Educational Change; Remedial Instruction; State Colleges; Administrator Attitudes; Educational Planning; Organizational Culture; Learning; College Administration; Administrators; Florida + Suchen Sie Ihr Suchwort? Bildungsreform; Förderkurs; Bildungsplanung; Unternehmenskultur; Lernen; College administrators; Hochschulverwaltung
Abstract	Following a major statewide developmental education reform in Florida, we explored institutional transformation among Florida College System institutions. We used statewide survey data to examine lead administrators' perceptions of challenges encountered during the planning process, ways in which colleges engaged in sensemaking (i.e., social processes for developing shared understanding) and organizational learning, and perceptions of the institutional transformation processes and outcomes following the reform. We found that institutions engaged in numerous types of sensemaking and organizational learning practices to promote change. Yet, despite different approaches taken to institutional transformation, almost all respondents reported that the change process was highly collaborative and involved a broad range of stakeholders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01