The Effect of Institutional Culture on Change Strategies in Higher Education
The array of challenges that higher education faces today is virtually unparalleled when compared to any other point in U.S. history. The litany of changes is familiar to those in the field of higher education: financial pressure, growth in technology, changing faculty roles, public scrutiny, changing demographics, competing values, and the rapid rate of change in the world both within and beyond our national boarders. The changes many institutions face have accelerated beyond tinkering; more campuses each year attempt to create comprehensive (or transformational) change. Yet, change strategies have not been exceedingly helpful in their capacity to guide institutions, and we know even less about how to facilitate major, institutionwide change. The current change literature in higher education provides mostly generalized strategies about what is effective: a willing president or strong leadership, a collaborative process, or providing rewards (Roberts, Wren, & Adam, 1993; Taylor & Koch, 1996). This broad writing may mask information helpful to advance institutional change on a specific campus. “Achieving buy-in” or “communicating effectively” can seem very empty to institutional leaders and higher education scholars. Can this strategy be used at every institution and in the same way? The assumptions behind this approach are that each strategy is enacted similarly on each campus and that nuance and context do not much matter. Broad change strategies are presented as uniform, universal, and applicable.