What we talk about when we talk about change : a study of change practice and change agency in higher education

Abstract: This thesis is concerned with change practice, particularly in one specific higher education institution. The thesis examines theoretical perspectives of change practice and presents five empirical studies that, in different ways, contribute to our understanding of how universities and its members engage around and view opportunities for change. The thesis borrows insights from organisational theory, theory of change agency and also theory and the practice of academic development. The thesis views change practice as a predominantly socio-cultural endeavour. The focus of the five empirical studies has been on the meso, departmental or networked level of a higher education institution. Each of the studies is closely connected to the practice of academic development and is thought to enhance the practice that academic developers engage in. At the same time, the focal point is on the academic staff members of the universities. Study I explores how teachers perceive opportunities and challenges that are afforded in the wake of capacity building initiatives at the university. Studies II and V explore collegial leaders at middle management level practice of working with change practice. These studies look more closely at the particular practice of bringing about change, but also study collegial leaders use of theory in their practice. Study II identifies leaders, both informal and formal leaders who lack leadership training. Study V identifies collegial leaders who have had some training. Study III studies different stakeholders’ conceptions of a change initiative. Study IV explores how a group of teachers take on and bring about changes in their practice. The findings, when taken together suggest that the university and its individual members may have difficulty dealing with the contemporaneousness and the many aspects of capacity building and change practice. The findings suggest that many individuals who attend continued professional development training do not readily see how they can translate their training into practice. It also shows that training, per se, offers them a sense of enthusiasm around the work of teaching. Further they show that when change initiatives come around, the many stakeholders share a nomenclature of change that is potentially incompatible. The findings show how groups of teachers take command of their own practice when working with assessing students’ work. Moreover, the findings suggest that collegial leaders often lack systematic and theory-driven approaches to change practice. As a counter-measure to using theory or models of change the collegial leaders rely on dialogue in the context of a consensus seeking collegial culture as a way of bringing about change.