Key Strategies for Making New Institutional Sense: Ingredients to Higher Education Transformation

Eckel, Peter D.; Kezar, Adrianna

doi:10.1057/palgrave.hep.8300001

Cited by 73 publications

(66 citation statements)

References 7 publications

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“…Placing importance on developing a vision and supporting policies is also in line with the work of Barker and Smith (1997) and Eckel and Kezar (2003).…”

Section: Insightsmentioning

confidence: 90%

Curriculum Change in Universities

Harpe

Thomas

2009

Journal of Education for Sustainable Development

125

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Many universities have begun to introduce curriculum innovation and change to facilitate the curricular integration of generic skills underlying education for sustainable development (ESD). However, the literature and research in the area to date show few successful examples of comprehensive large-scale curriculum change. From the literature on curriculum change in universities, we identify the conditions that have been reported to facilitate such change. We then report on two surveys that explored academic perceptions of the conditions that infl uence curriculum change, one of a sample of Australian academics and the other of a sample of international academics involved with ESD. We discuss the survey fi ndings and outline implications for those attempting to introduce ESD curriculum change at universities.

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“…Placing importance on developing a vision and supporting policies is also in line with the work of Barker and Smith (1997) and Eckel and Kezar (2003).…”

Section: Insightsmentioning

confidence: 90%

Curriculum Change in Universities

Harpe

Thomas

2009

Journal of Education for Sustainable Development

125

View full text Add to dashboard Cite

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“…We can use the sensemaking properties and process provided by Weick [10]. These properties have been quoted in many studies ( [17], [19], [23]). However, we not only use these properties but also categorize organizational members' respective group to distinguish the sensmaking attribute and thought process of these agents.…”

Section: B Sensemakingfor Strategymentioning

confidence: 99%

Sensemaking for Strategy in an Agent-based Organization

Huang

Chang

2006

2006 IEEE International Conference on Systems, Man and Cybernetics

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In order to survive and progress in an environment where the commercial rules are constantly evolving and overwhelmed with data, agent-based organizations are forced to apply new strategies and methods in an attempt to offer products and services that are in line with the market demand.To any system designer, it is especially difficult to apply some of the key characteristics in the agent-based organization's dynamic capability. These capabilities include an organization's sensemaking ability as well as the organizational effectiveness in executing new found opportunities in a radically changing environment. In this article, we will examine in greater details the design concept on strategy of agent-based organizational sensemaking process. Three dimensions of the concept will include agents in each level of the system (horizontal), agents interaction between system levels (vertical) and finally, dynamic adjustment of the system itself (dynamics). Through these dimensions we hope to apply a systematic understanding as to how these agent-based organizations formulate successful and innovative strategies via effective sensemaking and sensegiving process design.

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“…As policies intended to address such outcomes are implemented, units and individuals must rethink existing understandings, a process known as organizational sensemaking (Eckel & Kezar, 2003). Policy implementation theory provides a framework for critiquing and exploring the dynamics between policy and practice, including sensemaking, in the larger context of serving critical student success and diversity outcomes.…”

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confidence: 99%

“…Successful change leaders must introduce processes that facilitate individual sensemaking through task forces, cross-divisional inquiry teams, public presentations of internal data, robust planning processes, responsive professional development, and inclusive dialogues that span the institution (Kezar, 2013). Transforming institutional outcomes requires translating the critical ties between the innovation, its potential outcomes, the needs of the institution or its students, and the implications for individual practice (Eckel & Kezar, 2003).…”

mentioning

confidence: 99%