Advancing academics: a case for internally-driven change in higher education
by Nicole L. Cundiff; Sandra J. Wildfeuer; Amber R. Leytem; Meryem A. Udden
International Journal of Teaching and Case Studies (IJTCS), Vol. 12, No. 4, 2021

Abstract: As complex mission-driven organisations with long histories and unique organisational cultures, change within US universities does not typically come quickly or easily. Frequently, universities partner with outside consultants to assess the current state, identify problems, and recommend solutions to improve organisational policy and practise. The use of outside consultants has become a less supported and feasible strategy as university resources shrinks. When faced with the need to modernise the student experience, including academic processes, a small public university applied internally-facilitated process improvement methodology to a core academic function where decision-making authority is shared between faculty governance and administrative departments. This approach produced change that was conceptualised and implemented in partnership with faculty, staff, governance leadership, and administrators, translating to greater buy-in and support for the change among faculty and staff as well as a positive culture change towards stronger collaboration, enhanced accountability, and continuous improvement.

Online publication date: Mon, 13-Dec-2021

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