Facing <i>the</i> Future: <i>The Change Process in Restructuring Universities</i>

Guskin, Alan E.

doi:10.1080/00091383.1996.9937759

Cited by 57 publications

(27 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A few broad conclusions are obvious: (a) preparing higher education institutions for diversity is difficult and (b) achieving a positive climate is both complex and time consuming. Most estimates suggest that a minimum of 3 to 5 years is needed for the desired changes to occur (Fullan, 1993;Guskin, 1996;Kincaid & Horner, 1998;Morey, 1997;Sedlacek, 1995;Sparks & Hirsch, 1997). In order to overcome the complexities of changing higher education institutions in ways that enhance the level of preparation for diversity, three factors suggested in the literature need to be addressed.…”

Section: Literature Reviewmentioning

confidence: 97%

“…It is prudent to begin the change process by involving departments (and individuals) that are the most ready to cooperate (Sedlacek, 1995). Absolute readiness for change, however, is not needed-getting started is one of the keys to changing higher education (Guskin, 1996)-because college faculty can sometimes be reluctant to change, college faculty face conflicting agendas such as increasing responsiveness to students without harming academic freedom or the pursuit of knowledge.…”

Section: Establishing a Readiness For Changementioning

confidence: 98%

“…The environment should foster voluntary participation. Victories, large and small, should be celebrated (Guskin, 1996;Morey, 1997). The leadership group should include both recognized leaders and other faculty and administrators (Guskin, 1996).…”

Section: Community Buildingmentioning

confidence: 98%

See 2 more Smart Citations

The diversity cohort—a professional development program for college faculty

Potthoff

Dinsmore

Moore

2001

The Teacher Educator

View full text Add to dashboard Cite

Section: Literature Reviewmentioning

confidence: 97%

Section: Establishing a Readiness For Changementioning

confidence: 98%

See 1 more Smart Citation

The diversity cohort—a professional development program for college faculty

Potthoff

Dinsmore

Moore

2001

The Teacher Educator

View full text Add to dashboard Cite

“…This situation has created conditions for increased calls for restructuring universities. As Guskin (1996) notes, "There is a growing public acceptance that colleges and universities are not cost-effective, that our tuitions are too high, and that academic institutions must therefore restructure their operations, much as has happened in other sectors of American society" (p. 26). However, before any attempts for restructuring are made, it is crucial to know where higher education institutions currently stand in terms of their effectiveness.…”

Section: Problem Statementmentioning

confidence: 99%

Attaining a Sustainable Future for Public Higher Education: The Role of Institutional Effectiveness and Resource Dependence

Blekic¹

2000

View full text Add to dashboard Cite

The world of today's higher education organizations is characterized by complexities brought about as a result of rapid change, economic and political turbulence, and increasing global interdependence. The complexity of the environment in which colleges and universities operate is also due in part to a need to serve multiple internal and external constituencies. In order to be more responsive to the demands of its This research examined organizational effectiveness and its measurement in higher education environment using a survey of multiple internal and external constituencies. The purpose of the survey was to gather information regarding participants' perceptions about educational outcomes, processes, and environment in higher education organizations. In addition, given the changes in how higher education institutions are financed and the potential implications of these changes for effectiveness, this research explored the degree to which resource dependence, primarily dependence on public funding, influences the effectiveness of public colleges and universities.To address these questions the research tested the applicability of the sustainability framework as a model of effectiveness in higher education. The study ii suggests modification of the elements of the sustainability and extends the use of the concept of environment as it is defined in the sustainability framework to the concept of environment as defined in organizational theory. The sustainability framework has not been tested in this way before. The results indicate that there is promise in using the sustainability framework in this modified form and suggest that this concept is worthy of further exploration. Additionally, the study examined the role of multiple constituencies in defining effectiveness in higher education. The findings indicate that there are significant differences in perceptions of effectiveness among the groups of constituencies examined in the study.Finally, the results suggest that sources of public funding and the amount of money institutions spend per student have an influence on some aspects of effectiveness.To examine this further, the study explores the role of the political and fiscal environment in which institutions of higher education operate and offers institutional theory as a basis to explain resource dependence in public higher education. The findings of this study contribute to the field of organizational effectiveness, aid in understanding the role that public funding plays in higher education effectiveness, and contribute to the field of organizational theory more generally.iii ACKNOWLEDGMENTS

show abstract

“…A critical component of clinical academic leaders is not only their ability to lead, but also their role in developing others 17 who can manage and lead. The new consultant contract requires individuals and teams to display competence and credibility in leadership, 18 recognising that leadership is required at all levels of the organisation and that success is dependent on facilitating leadership in others.…”

Section: How To Build the Marriagementioning

confidence: 99%

The consultant contract: marriage or divorce?

et al. 2005

View full text Add to dashboard Cite

-At the birth of the new millennium Britain's Labour government published a 10-year plan for modernising the National Health Service (NHS), placing great emphasis on new ways of working. As part of this process, and following extensive negotiation, general practitioners and hospital consultants were offered new contracts in 2003. This process highlighted the issues academic clinicians and managers face in dealing with the tensions inherent in delivering the tripartite mission of teaching, research and clinical service. Following a retrospective review of clinical academic appraisals, this paper considers new strategies for strengthening the relationship across the university and NHS interface and how this novel and strategic approach might be adopted in future health policy. These findings can be helpful for both UK colleagues and for a broader international audience by providing a pragmatic approach to increasing collaboration across the higher education and health service sectors.KEY WORDS: clinical academic medicine, consultant contract, university and health service collaboration Academic medicine is in crisis and is in danger of losing its leadership role. [1][2][3] The root of this problem appears to lie in the challenge of delivering the tripartite mission of clinical service, teaching and research. Unlike Cerberus of Greek mythology, the tripartite mission is not a three-headed monster, but rather an interdependent relationship that underpins a first-class clinical service. Such a service cannot exist without training the doctors and specialists of the future and seeking new pathways of knowledge. Part of the solution to this crisis may be the strengthening of relationships between higher education institutions and their local health service partners. In the UK, the government has embarked on a 10-year programme of modernising the NHS, including the introduction of new contracts for general practitioners and hospital consultants. We believe that this presents a unique opportunity for institutions to work in partnership to deliver the tripartite mission. Excellence in research, learning and teaching underpins a world-class clinical service whether it is developing the future workforce or the translation of basic biomedical research into practice. Value and pressure of the marriageClinical academic staff are employed by universities but their funding may come from diverse sources, including Higher Education Funding Council for England (HEFCE), the NHS, research councils and the medical charities. In many universities, the funding is split between the university and the NHS. Most clinical academics hold a substantive university contract and an honorary NHS contract which requires the two employers to work in partnership. This view was reinforced by the Follett review in 2001. 4 Paradoxically, however, recent policy changes have created an incentive for university and NHS strategies to diverge. The clinical academic is recognised by both parties in the relationship as the pivotal link across this in...

show abstract

Facing the Future: The Change Process in Restructuring Universities

Cited by 57 publications

References 0 publications

The diversity cohort—a professional development program for college faculty

The diversity cohort—a professional development program for college faculty

Attaining a Sustainable Future for Public Higher Education: The Role of Institutional Effectiveness and Resource Dependence

The consultant contract: marriage or divorce?

Contact Info

Product

Resources

About