Learning Resources

Abstract: Today we find our institutions barraged by the forces of change, and dutifully we respond. Over time, however, we end up molding our institutions to these forces to our own peril, and now U.S. higher education is on the ropes, so to speak. We believe education leaders should take hold of our destinies and shape our industry not by the forces of lackluster government policy, self-serving press and media, and for-profit mega corporations, but to serve true learning and personal growth. There are many tools we can use to lead change. This article introduces the concept of Positive Turbulence, an intentional, disruptive approach for positive change, to the education industry.

Abstract: Academic strategic planning can be difficult given the bevy of stakeholders and often multiple sets of accreditation criteria. Recognizing the limits of the traditional SWOT model, our program chose to use the Strategic Planning Engine model. The model itself is quite laborious, and to increase its usability, we simplified the environmental assessments. Our results proved to be useful and relevant, and we developed a series of feasible objectives. In this article, we describe and evaluate our experience. In comparison to SWOT, we found this process to be more objective and replicable, scalable and responsive to multiple criteria, flexible to accommodate changing strategic plans or criteria, and transparent. With that being said, we caution about the level of labor required and organization and communication needed. Finally, we recommend implementing a leadership team, a communication plan, and a plan on how to respond to uncontrollable circumstances and developing a level of comfort with limited resource allocation.

Abstract: This article applies the three stages of change (mobilization, implementation, and institutionalization) to the academic curricular process change that occurred during the 2014–2015 academic year at the Indiana University of Pennsylvania. Reflecting on the manner in which this major initiative was conceptualized and executed has revealed an inadvertent yet seamless application of Curry’s (1992) organizational change model. Throughout each stage of this organizational change, some inherent principles were maintained while balancing the required condensed timeline for completion. These principles included consistent and transparent consultation with many branches of the university community and revision of proposed processes based on feedback from community members. The goal of the authors in sharing the change process at IUP is to provide potential insights for others on recognizing a need for organizational process revision. The authors highlight the actions taken at IUP, offer recommendations, and identify potential hazards to institutions contemplating organizational change.