Implementing Change Strategies

Autor(en)

Karen Jones, Ian McNay, Jethro Newton, Mark Robinson, Steve Yorkstone, Tibor Dőry, Gábor Kovács, Attila Pausits, Martina Vukasović

Preis

24,99 € (151 Seiten, PDF)

Inhalt

  • Outputs from Internal and External Quality Assurance Processes as Change Agents – the Irish Example

    Karen Jones

    Within the last ten years the university sector in Ireland has published over 450 internal review reports and undertaken two cycles of institutional level (external) review. Yet, the majority of internal and external stakeholders would have little or no awareness that this vast independent information source existed, know where to find it, or indeed what to do with it. This article will present a case study of how the outcomes of internal and external reviews conducted within the Irish university sector between 2009 and 2011 have been actively used as change agents. Emphasis will be placed upon how senior management teams of Irish universities individually and collectively through their representative body − the Irish Universities Association (IUA) − and working alongside the Irish Universities Quality Board (IUQB) itself, have maximised the value and impact of engagement with quality processes as tools for change within individual institutions, and across the HE sector as a whole within Ireland.

  • Leading Strategic Change in Higher Education – Closing the Implementation Gap

    Ian McNay

    This article examines the process of strategic change, with emphasis on two leadership issues: development and delivery. It offers some models to help readers analyse the factors in the change process and how to manage them. It points to relevant literature and draws examples from a number of research projects and consultancies carried out over the past 25 years in the UK and the European mainland, as well as personal professional experiences and input from students, who are all professionals with roles in a range of HE systems and institutions (McNay, 1997a, McNay, 2008, McNay, 2010, Jameson and McNay, 2012).

  • Institutional Change through Quality Assurance: Identifying Conditions to Support Effective Policy Implementation and Management Intervention

    Jethro Newton

    This paper focuses on some of the challenges involved in engaging with institutional change through quality assurance. It is argued that in a higher education world of turbulence and uncertainty, if university managers and quality practitioners are to be successful in such change initiatives, then a realistic appreciation of the processes of policy implementation and policy reception, and a capacity to manage the tensions involved in quality assurance, are essential requirements. The article concludes by seeking to identify some of the conditions that might need to be created if the management of change through quality assurance is to be effective.

  • Sink or Swim? Tips for Surviving Politically-Led Mergers from Wales

    Karen Jones

    This article has been prepared to assist governing board members considering or indeed undertaking merger negotiations. It presents an overview of the merger processes of the past decade within Wales, undertaken largely in response to a politically-driven agenda. Between 2002/03 and 2012/13 the Welsh HE sector shrunk by 38% with the number of higher education institutions been reduced from 13 to 8. The article provides an insight into the rationale for, and mechanics of, delivering University mergers within Wales. It also provides examples of the key steps and tools available to governing board members focusing upon the establishment of a merged university through the dissolution of one existing legal entity into another.

  • Becoming a Lean University: The Case of the University of St Andrews

    Mark Robinson, Steve Yorkstone

    This article looks at how “lean” can be successfully introduced into a higher education setting by discussing what has become known as ‘The St Andrews Model’. The article demonstrates that “lean” can be adapted to suit the particular circumstances of an institution. Lean, underpinned by a manufacturing heritage, and the subject of a small but growing collection of academic and practitioner analysis, is readily transferrable to other sectors. This article will show that although the model draws on a common body of knowledge, there is not a one size fits all approach. The successful implementation of a lean programme is not an overnight activity; it is, rather, a journey where learning is done by doing.

  • Institutional Leadership Between Market Needs and Organisational Barriers in Research – Innovation Management as the Vehicle of Change

    Tibor Dőry, Gábor Kovács, Attila Pausits

    With regard to research projects and proposals, managing resources is one of the key tasks of university leaders. In order to develop an innovative university, institutional strategy, institutional barriers, funding opportunities, and other issues have to be matched. The complexity of decision making, but also the need to facilitate research and innovation, underline the importance of an appropriate management approach. This article is intended to describe innovation management and innovation audit as approaches to move universities from merely managing research projects to marketable innovations. As decision makers in higher education need to become aware of the importance of innovation audits and of the evaluation of the innovation capacity of their institutions, but also to become informed of the various tools that exist, the article also illustrates different approaches to innovation audits and to the evaluation of institutional capacity to innovate.

  • Mechanisms of Change in Higher Education Institutions

    Implications for Evaluation of Change

    Martina Vukasović

    Evaluation of change often aims to assess the effectiveness of higher education reforms. However, evaluation structures and actors also often fail to take into account the specificities of higher education and change thereof. For these reasons, the contribution first offers a discussion of mechanisms of change in higher education and, on the basis of this, draws a number of implications for evaluation of change.

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