Guiding Change in Higher Education: An Emergent, Iterative Application of Kotter's Change Model

Autor/inn/en	Kang, Sung Pil; Chen, Yan; Svihla, Vanessa; Gallup, Amber; Ferris, Kristen; Datye, Abhaya K.
Titel	Guiding Change in Higher Education: An Emergent, Iterative Application of Kotter's Change Model
Quelle	In: Studies in Higher Education, 47 (2022) 2, S.270-289 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kang, Sung Pil) ORCID (Chen, Yan) ORCID (Svihla, Vanessa) ORCID (Datye, Abhaya K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1741540
Schlagwörter	Educational Change; Models; Change Strategies; Higher Education; Universities; Minority Serving Institutions; Hispanic American Students; College Students; Program Implementation; Engineering Education; Departments; Design + Suchen Sie Ihr Suchwort? Bildungsreform; Analogiemodell; Lösungsstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Ingenieurausbildung; Department; Abteilung
Abstract	While university change initiatives have become more common in the face of changing learner needs and higher education funding, many fail to produce desired effects, even when guided by organizational change models. The purpose of this study was to document a successful change process in an engineering department at a Hispanic-serving institution in the southwestern United States. The change effort focused on enhancing faculty capacity to support diverse student success. The change process was planned using Kotter's eight-step change model (1996) and was therefore a prescribed, linear, sequential change process. Qualitative analysis of audio-recorded faculty interviews and meetings, artifacts, field notes, and participant observation highlights how Kotter's change model was implemented iteratively and emergently. Early steps were revisited and strategies were treated as improvable. This approach enhanced faculty buy-in and project success. Characterization of each step provides insight into ways to apply Kotter's change model in higher education settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01