Orchestrating Change at the Departmental Level
In: Academic leadership
ISSN: 1533-7812
Academic leaders in higher education must increasingly deal with demands from stakeholders such asstudents, parents, and government at the same time that they are held accountable for the curriculumand student learning environment (Newman, Couturier & Scurry, 2004; Smith, 2004). In addition, newtypes of higher education institutions, i.e. the for-profit schools, purport to be more agile in respondingto the needs of these various constituencies, putting more pressure on the traditional colleges anduniversities to react more quickly. Gone are the days of unhurried deliberations and incrementalchanges that could take years to institute. The loosely coupled organizational nature of traditionalcolleges and universities results in a lack of authority for the very individuals who are responsible for thecurriculum and learning environment at the school and department level, the deans and academicchairs (Glassman, 1973; Weick, 1978). Faculty, whose role is to develop curriculum and teach in theclassroom, tend to be reluctant change agents and typically prefer that the Chair keep the business ofthe department running as usual. This makes gaining faculty support for the necessary responses tochanging student needs both crucial and difficult.