Cortney Cook Discussionhello Classthis Weeks Discussion On Change T ✓ Solved

Cortney Cook Discussion: Hello class, This week’s discussion on change theories is one that really made me think. This is something that is very new to me and I never really thought of theories as being a part of change. However, from what I grasped from a few readings is that one reason identification of change theories is important is because of the different approaches there are to change as it relates to theory. Each change theory has its own unique suggestions and agendas as it relates to change in organizations. Also, change theories not only assist in thinking about the actions that need to occur to create change but also the approach to change.

According to Adrianna Kezar, “the theories highlight ways to analyze key questions such as what type of change is needed, or which aspects of an institution or state policy might shape a given change processâ€. (Kezar, 2018). With this, different theories may be more applicable to different types of changes and the understanding of these approaches gives opportunity for a more thorough analysis of changes. Three change theories in which I took a deeper look into this week were cultural, political, and Institutional and Neo-Institutional Theories. Cultural theories “suggests that change occurs naturally as a response to alterations in the human environment†(Kezar, 2018). This implies that culture is something that is forever changing.

With this said cultural theory suggests that “change within an organization entails the alteration of values, beliefs, myths, and rituals†with more emphasis on symbolism within organizations. Political theories give the assumption of competing or different agendas and interests that must be negotiated to come to a specific term. Kezar suggests, “political theories of change identify change as being a natural part of human interaction, occurring as different interests and agendas are negotiated†(Kezar, 2018). Lastly, Institutional and Neo-Institutional Theories takes a dive into “how higher education as a social institution might change in different ways from other types of organizations. The theory also examines the reasons change efforts might be difficult in long standing institutions.†(Kezar, 2018).

I hope that I can answer this question correctly. In my personal professional experience in higher education as an administrator, I have witnessed change theory in many different capacities unknowingly I believe. One example of this is the implementation of an initiative that was geared toward the inclusiveness and recruitment of underrepresented multi-cultural students to our institution. The initiative consists of various projects to back the initiative. In all, this new initiative was ultimately put into place to create a cultural shift at the institution due to the connection to the public school district located in the “backyard†of the institution.

References Kezar, A. (2018). How Colleges Change . New York : Routledge. Alize Discussion: Change theories are necessary to ensure change is created and used effectively. Different situations will require different forms of change.

When change is necessary, the situation will be analyzed based on what is creating the need for change, how that change will need to happen, and what the outcome will be (Kezar, 2018). Change theories can also be used to establish what type of change happened in previous events. That information can be used to try to create a smooth transition in future situations that are of a similar nature. Change is a necessary piece of life, especially higher education. As technology, students, and environmental circumstances change, higher education will to ensure they are following the changes to support their students to the best of their ability.

The three theories I included are Cultural, Evolutionary, and Political. Cultural change is usually long, symbolic, and unpredictable. This is created in response to a change in the human environment and results in a new culture forming. This change revolves around understanding and appealing to values and rituals. This can be difficult for leaders to understand as it can seem impractical.

Due to the unpredictable nature and that the theory is generally untested, it can be difficult to gave the length of time it will take and if it will include successful change (Kezar, 2018). Evolutionary change does not allow for much control and are considered unplanned, usually brought on by the external environment. This change can also be slow, but the outcomes are more easily measurable with new protocols and structures. In these cases, it is necessary for the leader to help address what outcomes can be created to overcome the external changes. The form of change may focus less on human needs which can be seen as a downfall for those in humancentric roles (Kezar, 2018).

Political change can be thought about in a similar way to looking at political elections. There is a difference, usually involving two sides that creates a struggle in power over differing opinions. To push through this type of change negotiation and transfers of power will be involved. The goals are to create like groups, build an agenda based on the commonalities, and then negotiate the pieces. This theory does not always end with happiness all around and can leave leaders with little guidance to work with that idea (Kezar, 2018).

The COVID-19 pandemic has created a multitude of changes in higher education that I feel, in my case, fall into the evolutionary theory. When the pandemic first started my institution pivoted very quickly, but it was always recognized that they were not permanent fixtures. These changes were brought on by an unplanned event happening externally to the institution. Once it became obvious that the pandemic was going to be long term, the institution began a slow process of installing more permanent procedures and structures. While it was promoted that the decisions were being made for safety of students and employees, it is fully obvious that most institutions also needed to make decisions that would help keep them open.

Many of the decisions focused less on the human needs and more on the needs of the institution as a whole to remain relevant. Resource: Kezar, A. (2018). How colleges change. Understanding, leading, and enacting change. (2nd Ed.). Routledge: New York, NY.

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Understanding Change Theories in Higher Education

In the rapidly evolving landscape of higher education, the need for effective change management has become increasingly apparent. As trends shift and institutions grapple with emerging societal demands, understanding change theories is essential for administrators and stakeholders. Cortney Cook and Alize’s discussions shed light on the importance of different change theories, such as Cultural, Political, and Institutional theories, which offer frameworks to analyze and implement change effectively within educational institutions. This paper will delve into these theories, providing insights on how they can be applied in practice, particularly in the context of higher education.

Change Theories Overview

Cultural Change Theory posits that organizations respond organically to shifts in their environment. Specifically for educational institutions, cultural changes can mean alterations in values, beliefs, rituals, and practices (Kezar, 2018). According to this view, change is not merely a procedural adjustment; instead, it is deeply intertwined with the organization's identity and collective mindset. Kezar’s (2018) perspective emphasizes that understanding an institution’s culture is crucial for any leader aiming to facilitate effective change.
Political Change Theory, on the other hand, focuses on the inherent conflicts that arise from differing agendas and interests within organizations. Kezar (2018) states that change in this context is often a negotiation among various stakeholders who have competing goals. In educational settings, political dynamics become evident as faculty, administration, and other stakeholders advocate for their interests, leading to a complex interplay that can either facilitate or hinder change efforts.
Finally, Institutional and Neo-Institutional Theories explore how institutions adapt over time while resisting change due to historical legacies and established routines. This perspective is particularly relevant for long-standing educational institutions that must navigate pressures for innovation against their traditional structures and processes (Kezar, 2018). Recognizing these institutional influences is critical for leaders seeking to mobilize change effectively.

Application of Change Theories in Higher Education

In her professional experience as an administrator in higher education, Cook has observed the practical implications of these theories when implementing initiatives aimed at inclusivity. For instance, the initiative focused on increasing the recruitment of underrepresented multicultural students serves as a practical application of Cultural Change Theory. By fostering a cultural shift within the institution, the administration sought to align institutional values with the diversity needs of the community it serves.
This culturally driven approach not only aimed to recruit students but to cultivate an environment where diverse perspectives are valued, underscoring the importance of embedding change into the organizational culture (Kezar, 2018). It reflects the understanding that, as Cook notes, “change within an organization entails the alteration of values, beliefs, myths, and rituals” (Kezar, 2018).
Conversely, Alize points to the impact of the COVID-19 pandemic as an exemplar of Evolutionary Change Theory. The institution's rapid pivot to remote learning during the pandemic illustrates an unplanned adaptation to an external crisis, requiring leaders to engage in responsive decision-making. Though initially a temporary fix, this experience catalyzed further consideration of long-term adaptations to educational delivery, confirming that external pressures can force institutions to evolve (Kezar, 2018).
Both Cook and Alize’s experiences underscore the significance of tailored change strategies that consider unique institutional contexts. In light of these observations, it is crucial for administrators to develop skills in negotiating and managing change effectively.

Navigating Change: Strategies for Administrators

To effectively navigate the complexities of change in higher education, administrators should consider several key strategies:
1. Emphasizing Communication: Clear and transparent communication is fundamental in ensuring that all stakeholders understand the rationale and expected outcomes of proposed changes. Involving faculty, staff, and students in discussions can enhance buy-in and mitigate resistance (Eckel et al., 2009).
2. Engaging in Collaborative Decision-Making: As highlighted by the Political Change Theory, engaging various stakeholders in the decision-making process fosters consensus-building and can lead to more comprehensive and accepted outcomes (Hearn & Longanecker, 2021).
3. Building Institutional Capacity: To support change, institutions must equip their leaders with the resources and training necessary to understand and implement change theories effectively. Robust professional development programs can enhance the capacity for transformative change (Nichols & Schartle, 2021).
4. Fostering a Culture of Adaptability: Encouraging a culture that embraces change rather than fears it can help institutions respond proactively to external pressures. This means cultivating an environment where experimentation is valued, and lessons learned from both successes and failures are leveraged (Gordon, 2017).
5. Monitoring and Evaluating Change Initiatives: Establishing metrics and evaluation protocols enables institutions to assess the impact of change initiatives. Continuous feedback loops can inform adjustments and refine strategies to align with the evolving context of higher education (Trivette et al., 2019).

Conclusion

Change is inevitable in the realm of higher education, but how institutions approach it can significantly affect their effectiveness and relevance in a dynamic environment. Understanding change theories–Cultural, Political, and Institutional–provides necessary frameworks for analyzing and facilitating organizational change. By appreciating the intricate dynamics of these theories, educational leaders can foster an environment that not only embraces change but thrives in it. As Cook and Alize have illustrated through their discussions, effective change management requires thoughtful application of theory to practice, sustained communication, and collaborative engagement with all stakeholders.

References

1. Eckel, P. D., Green, M. F., & Hill, B. (2009). Changing the Culture of a College or University. The Journal of Higher Education, 80(3), 272-294.
2. Gordon, C. (2017). Leading with Empathy: Understanding Change in Higher Education. Institute for Higher Education Policy.
3. Hearn, J. C., & Longanecker, D. (2021). Strategic Change in Higher Education: Five Lessons from a Decade of Research. Change: The Magazine of Higher Learning, 53(2), 11-18.
4. Kezar, A. (2018). How Colleges Change: Understanding, Leading, and Enacting Change (2nd ed.). Routledge: New York, NY.
5. Nichols, J. & Schartle, C. (2021). Professional Development for College Leaders in a Time of Change. Community College Journal of Research and Practice, 45(11), 877-893.
6. Trivette, C. M., Dunst, C. J., & Hamby, D. W. (2019). Outcomes of randomized controlled trials of community and professional development for early childhood educators. Early Child Development and Care, 191(8), 1245-1255.
7. Adelman, C. (2005). Back to School: The 2004-2005 Report on the Condition of Education. U. S. Department of Education.
8. Bess, J. L., & Dee, J. R. (2012). Understanding College and University Organization: Theories for Effective Policy and Practice. Stylus Publishing.
9. Weick, K. E. (2009). Making Sense of the Organization: The Impermanence of Change. Wiley & Sons.
10. Schein, E. H. (2010). Organizational Culture and Leadership. Jossey-Bass.