The University for the 21st Century

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The University for the 21st Century
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The Change Process The Challenge

• Most of the time, institutional leaders are
  thinking about what to do, rather than how to do
  it.
• At the end of the day, the personal, political
  and cultural aspects of change-the process-will
  make or break a change initiative. Change III,
  p. v
• Hence the need for approaching change as a
  Scholarly Act, guided by rigorous standards of
  proof.

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Change as a Scholarly Act

• clear goals firmly grounded in knowledge about
  our disciplines, our students, their experience
  and the context in which we operate (adequate
  preparation).
• built upon a solid body of evidence gathered and
  interpreted in a disciplined and principled way
  (appropriate methods) and shown to be
  significantly related to the challenges at hand
  (significant results).

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Change as a Scholarly Act

• The case must be presented effectively (effective
  presentation) and be studied reflectively
  (reflective critique), with a clear and
  compelling sense of responsibility for the
  effects of the ideas and proposed actions on the
  community that will be affected, both inside and
  outside the University (ethical and social
  responsibility).After Glassick et al 1997

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The Paradox of Change

• To change a culture, leaders must gain an
  outsiders perspective on their culture and then
  help the institution operate paradoxically-that
  is, change its culture in ways that are congruent
  with its culture. Change III p. 21
• This means making changes that are supported by
  a clear warrant.

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What is a Warrant?

• A warrant involves a complex interweaving of
  evidence, explanation and clearly articulated
  values (House Howe, 1999).

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What is a Warrant?

• It starts with a claim (that a particular
  condition exists, that something has value, that
  a particular action should be taken), builds
  evidence to test and support the claim,
  establishes a warrant (a statement justifying the
  evidence that serves as a basis for a particular
  claim) and carefully spells out any
  qualifications for the claim (the specific
  circumstances under which a claim may be true and
  the likelihood that it is true.)

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A Framework for ChangeMichael Heifetz, Leading
Change, Overcoming Chaos.

• Stage One Choosing the Target.
• Stage Two Setting Goals
• Stage Three Initiating Action
• Stage Four Making Connections
• Stage Five Rebalancing to Accommodate the Change
• Stage Six Consolidating the Learning
• Stage Seven Moving to the Next Cycle.

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Implementing Change the Ramaley Version

• Building a compelling case
• Creating clarity of purpose
• Working at a significant scale and in a scholarly
  mode
• Developing a conducive campus environment
• Creating the capacity to continue the process
  over time and to learn from the experience

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Creating Clarity of purpose

• What are our core values and what is our mission?
• What lessons can we draw from our own history and
  tradition?
• What new core competencies will we need?
• What core competencies must we retain and
  enhance?

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Creating Clarity of purpose

• What organizational values and principles will
  guide our decision-making?
• What new educational models must we build?
• What new alliances must we form?
• What promising programs must we nurture?

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Creating Clarity of purpose

• Who may oppose our plans and what can we do to
  win them over, or, if necessary, what can we do
  to keep their influence from derailing our plans?
• What new learners must we serve?
• How will we generate the resources to invest in
  new competencies? If we cannot expect any new
  funding, what assets can we redirect to fund this
  work?

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More Difficult Questions

• Who are our students today? Who are they likely
  to be in 5-10 years?
• How do we interact with our students today? How
  will we interact with them tomorrow?
• What other choices do our students have today?
  What choices will they have in the future?

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The Questions Continue

• What makes our institution distinctive and a
  first choice today? What will make us distinctive
  and competitive tomorrow?
• What can we do to stand out from the crowd?
• How do we use our intellectual resources today?
  What will society expect from us tomorrow?

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Creating the Capacity to Sustain Change The
CHANGE Principles

• Allow a field of vision to drive change rather
  than management directives do this by developing
  clear principles and tests for deciding which
  options to pursue.
• Involve everyone, including the doubters and
  nay-sayers, in the design, implementation, and
  evaluation of the effects of changeThis is the
  power of a culture of evidence.

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Creating the Capacity to Sustain Change The
CHANGE Principles

• Design policies and infrastructure that support
  our mission and goals encourage common sense
  (Nordstroms instructions to employees posted on
  a bulletin board in the mid 1990s Dont chew
  gum and always do the best you can.)

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Creating the Capacity to Sustain Change The
CHANGE Principles

• Encourage experimentation make sure that any
  institutional planning is really a learning
  process provide a safe environment for taking on
  risk.
• Encourage informal networks and a sense of
  community trust people to be intelligent, to
  care about the organization and to do their best.
  Your trust will almost always be rewarded.