Moving from the periphery to the center of the academy: Faculty developers as leaders of change

Abstract

As faculty developers become more central as leaders within the university, strengthening their change management skills becomes more important for their success. Kotter's model of change management may be a useful tool for developers for this endeavor.

Leading change: Applying change management approaches to engage students in blended learning

“…Kotter acknowledged that these steps also take time, and warned that moving onto the next step before enough time has been spent on the preceding step will only give the illusion of progress. Kotter's framework has been used previously to guide faculty developers as change agents within university settings (Diamond, 2005;Dawson et al, 2010), to analyse the effectiveness of strategic change and innovation on staff in higher education in general (Carneiro, 2010) and in localised settings (Guzmán et al, 2011), and also for supporting students' transition from university to career (Heathcote et al, 2007). We propose that Kotter's steps can be used as a means to evaluate learning support for students to better engage them in the new approaches to learning that are afforded by blended learning.…”

Levers for Change in Educational Development in Canada: Looking Back, Looking Forward

“…At Western University the number of fulltime staff increased from less than 2 in the 90s to 11 in the 2000s. This expansion of the mandate of the centres-from remediation centres to drivers of change shifted the work of our centres throughout the country (Dawson, Mighty, & Britnell, 2010). For example at Western, the work with graduate students moved from simply providing GTA training to supporting these students throughout their graduate years, to ensure the timely completion of their degrees, and to assist them with successfully applying for future employment.…”

“…Thus, educational development was now much more closely aligned with institutional needs and priorities as defined by senior administration and impacted the strategic directions they adopted. We had started to move from the periphery to the center of organizational change within the institution (Dawson, Mighty, & Britnell, 2010).…”

Board # 44 : The Role of Instructional Coaching in Video-annotated Peer Review of Classroom Instruction

“…Additionally, the inclusion of a TLE as instructional coach can begin to set the tone of the change that an institution seeks by supporting the TLE as a change agent (Dawson, Mighty, & Britnell, 2010). Through continued participation in the VAPR process it is possible for the TLE to guide a transformation towards specific instructional reform efforts.…”

“…As noted by Marzolf (2006) and summarized by Boatright and Gallucci (2008), a benefit of the coaching relationship is that it is based on the assumption that an outsider can provide new insight into the reform process to help renew educator practice. When used prominently, instructional coaching can support reform goals and participants can be perceived as change agents (Gallucci, Van Lare, Yoon, & Boatright, 2010;Dawson, Mighty, & Britnell, 2010). Changes in instructional practice require substantial professional learning that can be achieved through embedded professional development that instructional coaching offers (Gallucci, Van Lare, Yoon, & Boatright, 2010).…”