Institutional Change as a
Framework for GE ReformMary E. Boyce
AAC&U General Education and Assessment Conference
March 2007
Propositions Engaging stakeholders in an inclusive and
open process makes constructive institutional change possible and enables organizational learning to occur.
These processes do not occur because one is well intentioned. Constructive change and collective learning occur if a change process is carefully framed and implemented with skill and humanity.
We work today with experienced
colleagues.
Moving between theory and practice, the product can be shared learning.
Workshop Outcomes Participants will:
Describe their institutional context Review theories of organizational change and
organizational learning and identify implications for GE reform
Consider institutional change as a process framework for GE reform
Share examples and experiences of GE reform
Select strategies and action steps for curricular reform in their setting
Current Context Institutional culture
Orientation to past, present, or future Value set: excellence, competitiveness,
uniqueness, innovation, collaboration, learning Wired for mission, effectiveness, urgency,
challenge or opportunity? Learners
Describe the learners at your institution. Which assumptions are evidence-based? Which
assumptions are not evidence-based?
Current Context continued Current state of GE in your institution:
EX:Take 10 minutes and discuss with people at your table. What is working and how do you know? What is not working and how do you know? What has catalyzed the timing of GE reform?
What are your current challenges?
Theoretical Overview Organizational change
Organizational learning
EX: Reflecting on Institutional Change Identify a positive institutional change that
you have experienced. Describe all of the aspects of the situation
that you can. What did you learn from that experience?
Organizational Change Theories Kuh’s seamless change (1996), rooted in Kuh’s seamless change (1996), rooted in
cultural change theoriescultural change theories Lewin’s change model (1947), rooted in Lewin’s change model (1947), rooted in
human relations change theorieshuman relations change theories Planned change (1975), rooted in rational Planned change (1975), rooted in rational
change theorieschange theories Restructuring (1993), rooted in structural Restructuring (1993), rooted in structural
change theorieschange theories
Organizational Learning Theories
Single- and double-loop learning (Argyris and Schon, 1978)
Action learning (Mohrman, Cohen, & Mohrman, Jr, 1989)
Learning organizations (Senge and associates, 1990, 1994)
Beyond Intention: Skills Enhance Organizational Learning Data collection & analysis Error detection & outcome assessment Unpacking assumptions Advocacy balanced with inquiry Dialogue & skillful discussion Perspective-taking Program design & evaluation Learning cooperatively and collectively
EX: Implications for Practice What ideas from the research on
organizational change and organizational learning can you carry away as you approach GE reform at your institution?
EX: Reflecting on Skills and Stakeholder Membership1. What are your most developed skills?
Which additional skills are needed in the group to enhance constructive change and organizational learning?
2. What stakeholder groups are you part of?3. Propose the members of a working group
for GE reform that (a) possess the needed skills and (b) represent additional stakeholder groups.
Institutional Change as a Process Framework SWOT analysis
Internal environment Strengths Weaknesses, gaps and/or constraints
External environment Opportunities Threats
Benchmarking Aspirational group Peer and/or competitor group
Change Process continued Recognizing and engaging stakeholders
Which groups are stakeholders of GE? How can you engage each group?
Crafting shared outcomes What must be changed? Brainstorming desired outcomes What is essential? What is our common ground? Vetting proposed outcomes with stakeholders
and aligning stakeholder support
Change Process continued Designing GE reform that fits; the “middle
work” of institutional change: Cultural and political analysis Fiscal analysis: modeling cost Alignment with work underway? Shared governance Staff and administrative support Design and development--Inviting collaboration
and leadership
Final Steps: A Feedback Loop Evaluation
What is working and how do we know? What is not working and how do we know? How are things different than we expected? What have we learned?
Revision and improvement Do we still hold to the outcomes as we framed
them or should they be revised? What changes/alterations can we make to
achieve our outcomes? Design and implement the needed changes.
EX: Sharing Examples of GE
ReformWhat can we distill from each
example?
First Principles of ChangeA successful change fits its context. There is always more than one path to an
outcome. Broad participation increases support. Coordination and timelines enhance
implementation. Report progress.Transparency matters and it enhances
success.
EX: Identifying Strategies and Action Steps in Three Areas Individual/professional development Evaluating the campus context for your GE
work Approaching GE reform as an
organizational change process
Individual/Professional Development What do you need to learn and to
practice?
Evaluating the Campus Context for Your GE Work What stands out as you reflect on
institutional culture, learners in your setting, the current state of GE?
Approaching GE Reform as an Organizational Change Process Where will you begin? Identify the initial
steps.
Returning to Our Opening Propositions Engaging stakeholders in an inclusive and
open process makes constructive institutional change possible and enables organizational learning to occur.
These processes do not occur because one is well intentioned. Constructive change and collective learning occur if a change process is carefully framed and implemented with skill and humanity.