Implementing a strategy for collective change in higher education

Abstract

Educational change is a complex process which is only just beginning to be understood. As a result, there is yet to be developed a model of educational change that is sufficiently general to allow transfer to a range of environments but specific enough to be able to be translated into action. However, there is a large body of research based knowledge which, coupled with experience gained in the field, can be used to generate strategies for effecting change in higher education. This paper describes the implementation of one such strategy and the outcomes. Most attempts at collective change in education seem to fail, and failure means frustration, wasted time, feelings of incompetence and lack of support, and disillusionment. (Fullan, 1982, p. 63) Most of those involved in educational development know and understand the sentiments expressed by Fullan above. Yet, if we are “to assist in improving the quality of education provided by the institution˚d, which has been suggested by Lonsdale as the purpose of educational development (Cannon & Lonsdale, 1988, p. 28), then we must be able to help bring about collective change in our host institutions. That is, change that impacts on the organisation as a whole and not just on isolated individuals. This paper describes the implementation of an intervention strategy proposed by Alschuler (1987) for bringing about collective change in an educational organisation. It also reports on the outcomes of the intervention strategy and the relative importance of its associated staff development programme as assessed by the faculty members.

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