A Content Analysis of Change Management Strategies Used in Technological Transitions in Higher Education Institutions from the Lens of a Strategic Alignment Framework

Autor/inn/en	Guerra-López, Ingrid; El Dallal, Siba
Titel	A Content Analysis of Change Management Strategies Used in Technological Transitions in Higher Education Institutions from the Lens of a Strategic Alignment Framework
Quelle	In: Online Learning, 25 (2021) 3, S.191-207 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Content Analysis; Strategic Planning; Institutional Mission; Information Technology; Organizational Change; Higher Education; Alignment (Education); Guidelines; Integrated Learning Systems; Change Strategies; Efficiency; Delivery Systems; Technology Integration; Case Studies; Stakeholders; Change Agents + Suchen Sie Ihr Suchwort? Inhaltsanalyse; Strategy; Planning; Strategie; Planung; Informationstechnologie; Organisationswandel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Richtlinien; Lösungsstrategie; Effectiveness; Effektivität; Wirkungsgrad; Auslieferung; Case study; Fallstudie; Case Study
Abstract	Technology innovations have the potential to significantly strengthen the ability of higher education institutions to deliver on their core educational mission with greater quality, efficiency, and effectiveness. Not surprisingly, managing technological changes is among the chief concerns for institutional leaders, and yet there is a dearth of research that provides concrete frameworks for managing this type of change in a higher education context. Using Guerra-López and Hicks's Learning and Development Strategic Alignment (LDSA) framework, this qualitative study used a directed content analysis approach to develop a contextualized framework for planning and managing technology change in higher education institutions. The findings suggest that there is a meaningful fit between specific change management strategies found in the learning management systems (LMS) transition research literature and the LDSA framework. The various strategies were synthesized and grouped around LDSA dimensions and core functions, resulting in a technological change management framework contextualized for higher education. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01