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Competencies and Strategies Utilized by Higher Education Leaders during Planned Change.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Competencies and Strategies Utilized by Higher Education Leaders during Planned Change./
Author:	Aziz, Dawn M.
Description:	1 online resource (339 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Higher education administration. -
Online resource:	click for full text (PQDT)
ISBN:	9780355827002

Competencies and Strategies Utilized by Higher Education Leaders during Planned Change.
Aziz, Dawn M.

Competencies and Strategies Utilized by Higher Education Leaders during Planned Change. - 1 online resource (339 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ph.D.)--Wayne State University, 2018.

Includes bibliographical references

In a mixed methods study designed to explore the competencies and strategies utilized by self-described successful leaders of public, four-year U. S. institutions, this study confirmed that there was little difference among academic and non-academic leaders in their approach to successful change beyond that found in terms of non-academic preference for resilience and an academic preference for personal learning. Both leaders (N = 47) showed high agreement for the nine proposed competencies, five of which were statistically higher in perceived importance (personal learning, resilience, emotional engagement/creating a safe space, networking/coalition building, and project management). Adapting Bolman and Deal's four frames (2013) as an organizing framework for interview responses (N = 25), the most frequent strategy themes in descending order were: personal strategies (including resilience, perseverance, setting expectations, establishing credibility, openness, adaptability/flexibility), political strategies (including knowing who to engage, scheming, sr. leader support, academic leader discretion), structure strategies (including forming/staffing a team and team activities such as benchmarking, use of a change model, creating a team charter), and symbolic strategies (including communication, inspiration, and emotional engagement activities). This study supports the creation of a competency framework that could be used for the recruitment/selection, coaching/mentoring, and ongoing development of both academic and non-academic higher education change leaders. Planning and change launch with communication were the primary phases referenced; institutionalization was minimally featured. Leaders would do well to partner with others in central units such as organizational development and/or human resource professionals to set change goals, monitor and evaluate progress, and embed the change into organizational structures, systems, and processes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355827002Subjects--Topical Terms:

1148709
Higher education administration.
Index Terms--Genre/Form:

554714
Electronic books.

Competencies and Strategies Utilized by Higher Education Leaders during Planned Change.
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