Organizational Change as Paradigm Shift: Analysis of the Change Process in a Large, Public University

Şimşek, Hasan; Louis, Karen Seashore

doi:10.2307/2943824

Cited by 52 publications

(40 citation statements)

References 28 publications

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“…Creeping institutional change in the transnational space may bring an incremental solidification of new institutionalised assumptions and practices (Djelic & Quack, 2003, p. 309), such that organisations must adjust their structures and practices to these new paradigms in order to remain legitimate (cf. Simsek & Louis, 1994). Thus, the organisations' representations of their work may be acts of ceremony, which allow their actions to appear rational with respect to changing paradigms.…”

Section: Explaining the Strategic Shiftmentioning

confidence: 97%

All Myth and Ceremony? Examining the Causes and Logic of the Mission Shift in Microfinance from Microenterprise Credit to Financial Inclusion

Mader

Sabrow

2015

Forum for Social Economics

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This contribution assesses the shift in the mission of microfinance from providing small loans for entrepreneurship to the broader agenda of financial inclusion. Three leading organisations' publications inform a discourse analysis, which allows the strategic shift to be analysed using two theoretical frames from organisational sociology: instrumental rationalism and sociological institutionalism. The proclaimed shift in strategy is found to consist less of rational innovation towards the aim of poverty alleviation than of "myth and ceremony" for the sake of organisational self-preservation.

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Section: Explaining the Strategic Shiftmentioning

confidence: 97%

All Myth and Ceremony? Examining the Causes and Logic of the Mission Shift in Microfinance from Microenterprise Credit to Financial Inclusion

Mader

Sabrow

2015

Forum for Social Economics

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“…Also, Cascadia would need to focus on customer satisfaction as a hallmark of an effective program, as would the students on entering the workforce. For them to persist, succeed, and attain their goals and for employers to seek them out and offer them career opportunities, Cascadia's programs needed to be engaging and relevant (Case, 1995;Freiberg and Freiberg, 1996;Hammer and Champy, 1993;McIntyre, 1996;Rifkin, 1995;Rowley, Lujan, and Dolence, 1997;Simsek and Louis, 1994;Weisbord, 1992;Zemsky, 1994).…”

Section: Deriving the Design Principlesmentioning

confidence: 98%

Cascadia Community College: Finding the “Cascadia way”

Richart

2004

New Drctns Hghr Edu

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Not often is there a chance to build a general education curriculum from scratch. That is exactly what we did at Cascadia Community College in Bothell, thirteen miles north of Seattle, Washington. It was an opportunity to incorporate the best that research on students, curriculum design, and teaching and learning could offer. Yet we needed to develop a general education program-indeed an entire community college curriculumwithin the context of some very conventional forces. This chapter describes how the general education program at Cascadia came about and what we learned along the way. The BeginningIn early 1990, a Washington State master plan study revealed that the greatest projected number of underserved students was on the northeast shores of Lake Washington, thirteen miles from Seattle. In that same year, the University of Washington (UW) opened a branch campus in temporary quarters in Bothell. This was one of five public university branch campuses established by the legislature that year to provide time-and place-bound students with upper-division undergraduate studies.In 1994, the state legislature created Cascadia Community College, recognizing the growing need for a comprehensive community college in the region. Cascadia and the University of Washington, Bothell, also were to share the same campus location and, to the extent possible, were to share services. The governor appointed a five-member board of trustees for the community college.

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“…Through those, the following can be provided: (a) School images, new ideas and information on organizational functioning of schools, (b) reflection of what is significant or not according to prevailing values, interests and shared understandings, (c) removing perceptual differences between administrators and teachers caused particularly by rapid changes and gathering stakeholders around a shared vision (Leech, & Fulton, 2008;Morgan, 2001). For instance, considering schools as "organized anarchies" expresses both the unpredictability of organizational changes and the presence of different political actors with various interests and agendas in an attempt to get involved in management of these organizations only with two words (Simsek & Louis, 1994).…”

Section: Modeling Complexitymentioning

confidence: 99%

Managing schools as complex adaptive systems: A strategic perspective

Fidan

2017

iejee

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This conceptual study examines the analogies between schools and complex adaptive systems and identifies strategies used to manage schools as complex adaptive systems. Complex adaptive systems approach, introduced by the complexity theory, requires school administrators to develop new skills and strategies to realize their agendas in an ever-changing and complexifying environment without any expectations of stability and predictability. The results indicated that in this period administrators need to have basic skills such as (a) diagnosing patterns emerging from complexity, (b) manipulating the environment by anticipating potential patterns organizations may evolve into, (c) choosing organizational structures compatible with an ever-changing and complexifying environment and (d) promoting innovation to create and manage organizational changes. Although these skills enable administrators to reduce complexity into a manageable form to some extent, stakeholders' having a common perspective regarding their schools and environments, and executing their activities in accordance with a shared vision are required to turn these skills into complexity management strategies.

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Organizational Change as Paradigm Shift: Analysis of the Change Process in a Large, Public University

Cited by 52 publications

References 28 publications

All Myth and Ceremony? Examining the Causes and Logic of the Mission Shift in Microfinance from Microenterprise Credit to Financial Inclusion

All Myth and Ceremony? Examining the Causes and Logic of the Mission Shift in Microfinance from Microenterprise Credit to Financial Inclusion

Cascadia Community College: Finding the “Cascadia way”

Managing schools as complex adaptive systems: A strategic perspective

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