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Change Management in the Introduction of Sakai atCharles Sturt University
Dr Philip Uys
Charles Sturt University, AustraliaManager, Educational Design and Educational Technology,
Centre for Enhancing Learning and Teaching [email protected]
5th November 2007
Available for consulting on institutional and educational change – see http://www.globe-online.com/philip.uys
IntroductionCSU is a complex organisation when considering change management:
• DE (70%) and Internal• 5 campuses and additional sites• Partner organisations• International campuses in Canada, Malaysia, China
etc• Full-time and casual academic staff• Movers and shaker academics and more traditional• Strong print history
IntroductionSakai = CSU Interact
Fullan: first order and second order changes
Ramsden: academics and change
Daft: bottom up in isolation fails
Drucker: leadership
Engagement & interactivity!
Yet typically governance is top-down and change management instruments lack an educational base and do not reward collaboration
Trust needs to be built
Gunn: using top down and bottom-up changeapproaches in tandem
Case studies: Massey University, Wellington, New Zealand (95 – 99)
governance… Principal: resources
not related to a specific strategic goal
action research project: plan, observe, act and reflect
not transformative through creating learning communities
diagnostic action research limited effect
Case studies: Cape Technikon, South Africa (2000)
governance… resources
strategic plan
task group
development team
faculty level work groups
community of practice
Case studies: University of Botswana (2001 – 2004)
mission and vision
VC and DVC support
inside-out strategies
UBeL Club
UBeL Certificate, UBeL List, and eTeams
UBeL such as UBel Committee
development teams
central leadership from a learning and teaching group
Three additional key bottom-up strategies emerged over the last 12 years:
1. building learning communities 2. applied research
3. sharing of best practice
The key is to constantly consider the people dimension
Regardless of plans, strategies and technology, it is worth remembering that
it is people who do the work
Colin Powell
Charles Sturt University, Australia Process started in January 2007; December 700+ academics; January 35 000 students
1. Various communities of practice/learning
Charles Sturt University, Australia
2. Institute for Innovation in Flexible Learning and Teaching-applied research framework and a “Teaching Scholar”scheme
1. Various communities of practice
Charles Sturt University, Australia
2. Institute for Innovation in Flexible Learning and Teaching- action research framework
1. Various communities of practice
3. Showcase of good practice: Learning Designs Showcase & Stories
Charles Sturt University, Australia
2. Institute for Innovation in Flexible Learning and Teaching- action research framework
4. Bromage:
1. Various communities of practice
i. Mutual educationii. Collegiate approachiii. High quality evidenceiv. Spirit of open debate
3. Showcase of good practice: Learning Designs Showcase & Stories
Charles Sturt University, Australia6. Kotter and Cohen promote the use of eight steps and focus on the affective domain (similar to Wilber, 2001)
1. Create a sense of urgency2. Build the guiding team3. Get vision right 4. Communicate for buy-in5. Empower and remove barriers6. Achieve short-term wins7. Don’t let up8. Embed change within the organisation culture
1. Caring for people – continually think about where groups and individuals are at
2. Create and maintain a sense of urgency – 10th and 17th December; university wide implementation
3. Collaboratively guide the change process - OLE SC; In Divisions; In schools4. Create alignment - “By 2011: Leader in flexible provision of quality learning
and teaching”; extensive communication plan; school-based plans; divisional plans eg within CELT; CD
5. Empower and remove barriers – extensive PD and Support plan; procedural changes; policy issues
6. Achieve short-term wins – pilots and in 20087. Consolidate performance improvements – two PD phases; 2008; – takes time!
The Seven Dimensional “Diamond” Framework for Change
Tsoukas and Chia (2002) - “to properly understand organizational change one must allow
for emergence and surprise”
more than one dimension need to be addressed at the same time
change leaders must expect the unexpected
Pascale et al (2000) - changing organisations are operating on the edge of chaos
LASO model: technological transformation has a ragged implementation contour
It is no recipe!
In summary: the BIG FIVE!
For change to be sustainable,it needs to be collaborative
Change management is about people
No trust, no change
Use a multi-pronged approach
It is an art to manage change
Thank You
Dr Philip Uys <[email protected]>Manager, Educational Design and Educational Technology,
Centre for Enhancing Learning and Teaching http://www.csu.edu.au/division/celt/exec_staff/philip.uys
Available for consulting on institutional and educational change – see http://www.globe-online.com/philip.uys