Advancing the T Agenda:Taking a Systems Perspective

toOrganizational Change

Ann E. Austin

Presentation at the T-Academy 2017Michigan State University

July 28, 2017

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Key Themes to DiscussTaking a Systems Approach

Using a Theory of Change

Identifying Change Strategies through Windows on Change

Managing Change Issues

Change as a Systems Challenge

Taking a Systems Approach to Change

Higher education institutions are complex organizations with unique features– Collegium/bureaucracy– Shared governance– Power based on expert expertise/ specialized knowledge– Traditions of autonomy– Loose coupling, decentralization, organized anarchy– Disciplinary differences—different cultures

Lessons: – Difficult to “push” change, must be “fostered”– Must acknowledge, build on, and work with distinct features

Multiple ContextsChange in higher education occurs within and across multiple contexts and levels of the organization.

The influences, possibilities, and barriers associated with these contexts need to be considered in designing change initiatives

Key Contexts/Levels:

– Departments– Institutions– External Environment and Stakeholders– Societal Context and Forces

A Systems Approach to Understanding Contexts Relevant to Change in Higher Education

Taking a Systems Approach to Change

Organizational change involves “messy problems.”

Transformational change requires addressing the whole system.

Pieces of the system are interconnected.

Linear, single lever strategies for change are unlikely to be adequate.

Transformational change requires the use of multiple levers across multiple levels of the institution.

Taking a Systems Approach:Context is Important

Effective change leaders analyze key contextual factors:– What factors may be facilitators?– What factors may be barriers?

Effective strategies fit the relevant contextual situations in their institutions.

Contexts can change over time, so leaders must monitor and adjust to changing contexts.

Working Together to Foster Change:The usefulness of a “Theory of Change”

A Theory of Change:A Strategic Guiding Plan

What is the intended goal?– What are the Intended Learning Outcomes?

How will we get there?– What resources, activities, strategies will we use?– How do we order our actions? What do we do when?

Why do we think our plans are likely to succeed?– What do we know about our context?– What are the barriers?– What are the levers we can use to foster change?

How will we know if we have succeeded?– How will we evaluate our progress and our outcomes?

Identifying Change Strategies:Using Windows on Change

Frames for Identifying Change Strategies

Understand organizations by looking through several different frames (Bolman & Deal, 2013).

– Structural– Human Resources– Political– Cultural/Symbolic

Each frame highlights particular aspects of the organization, which helps us to:– Identify potential barriers– Identify potential levers for change

FramesStructural– emphasizes rules, policies, organizational

arrangements

Human Resources– emphasizes demographics, experiences, and needs

of the people in the organization

Political– emphasizes power, resources

Cultural/Symbolic– emphasizes meaning, cultures, symbols

Levers to Foster Change in Higher Education

Using Frames to Identify Change Levers and Change Barriers Structural

Tenure & Promotion PoliciesReward systemsOrganization of Work Faculty Appointment TypesAccountability processesCurriculumCo-CurriculumPhysical Space

Human Resources

Faculty, Administrators, Advisors, Student Affairs ProfessionalsStudentsEmployersRecruitment ProcessesProfessional DevelopmentMentoring/networking

Using Frames to IdentifyChange Levers and Change BarriersPolitical

Leadership practicesGovernance processesAppointment of committees, task forces, and commissionsData gathering and analysis – use of baseline data– accountability processes

Cultural/Symbolic

Opportunities for sense-making/framing/creating narrativesStructured conversationsPublicity and communicationAwards and celebrationsEventsPhysical Space

Using Multiple Levers:Lessons for Change Leaders

The different frames highlight :– Possible levers to foster change– Possible problems or barriers to achieving the change goal

Major change requires the use of multiple levers across multiple levels of the institution and network.

Linear, single lever strategies for change are unlikely to be adequate.

Effective change processes require analyzing the goals, contexts, and levers that would be effective at the specific institution.

“Change Issues” as well as “change strategies” are important

Structural Change Issues & Tasks

Establishing support mechanisms to aid the process– Interactional space (in-person, online)

Developing guidelines for information sharing, access, ownership, accountability, dissemination

Measuring the impact of change efforts– Establishing metrics– Developing tools (rubrics, survey, interviews,

experiments)

Human Resource Change Issues

Connecting human resources & building community– Who to connect, how to connect, what to connect

around

Socializing newcomers

Managing time demands & competing priorities

Maintaining momentum and energy

Political Change IssuesUsing a variety of leaders and types of leadership--senior leaders, project leaders, grassroots leaders, leadership teams

Analyzing the kinds of leadership needed at different points in a change process

Creating alliances

Handling resistance

Moving toward institutionalization

Cultural/Symbolic Change IssuesNurturing relationships of trust and mutuality

Creating language and habits of meaning

Creating purposeful reflection periods

Processing failures

Managing fear and cultivating courage

Developing rituals, touchstones, & celebrations

Change as a Strategic Activity

To summarize….Fostering Change requires strategic thinking and action, including:

Using a systems approach to analyze the context

Developing a “Theory of Change”

Selecting and using multiple levers

Anticipating and managing challenges

Selected Relevant ReferencesAustin, A. E. (2011). Promoting Evidence-Based Change in Undergraduate Science Education. Paper commissioned by the Board on Science Education of the National Academies National Research Council. Washington, D.C.: The National Academies. [http://sites.nationalacademies.org/DBASSE/BOSE/DBASSE_080124]

Austin, A. E. (2010). Reform efforts in STEM doctoral education: Strengthening preparation for scholarly careers. In W. G. Tierney (Ed.), Higher education: Handbook of theory and research, Vol. 25 (pp. 91-128).Netherlands: Springer.

Birnbaum, R. (1988). How colleges work. San Francisco: Jossey-Bass.

Bolman, L. G, & Deal, T. E. (2013). Reframing organizations: Artistry, choice, and leadership. 5th ed. San Francisco: Jossey-Bass.

Gappa, J. M., Austin, A. E., & Trice, A. G. (2007). Rethinking faculty work: Higher education’s strategic imperative. San Francisco: Jossey-Bass.

Selected References (cont.)

Henderson, C., & Dancy, M. H. (September, 2007). Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics. Physical Review Special Topics- Physics Education Research, v. 3.

Kezar, A (2001). Understanding and facilitating organizational change in the 21st century: Recent research and conceptualizations. ASHE-ERIC Higher Education Report, 28 (4). San Francisco: Jossey-Bass.

Kezar, A. (2014). How colleges change: Understanding, leading, and enacting change. New York: Routledge.

Weick, K. Q. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21, 1-19.

Contact Information

Ann E. AustinProfessor, Higher, Adult, and Lifelong EducationAssociate Dean for Research, College of EducationAssistant Provost for Faculty Development—Academic Career Paths419A Erickson HallMichigan State University620 Farm LaneEast Lansing, MI 48824517-355-6757aaustin@msu.edu