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ERIC Number: EJ1176256
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Organizational Change in the Land-Grant System: A Qualitative Evaluation
Lamm, Kevan W.; Sapp, L. Rochelle; Lamm, Alexa J.
Journal of Agricultural Education, v59 n1 p204-222 2018
Individuals representing different organizations within the Land-Grant University System (LGUS) were asked to provide their insights on organizational change using a focus group approach. The study focused on three key components to organizational change in the LGUS: what initiates change, the hindrances to change, and what sustains change. Themes were analyzed relative to the existing literature and synthesized into a new conceptual model of organizational change in the LGUS. Results indicated change can be effectively initiated at lower levels of the organization where individuals have the appropriate span of control to drive change. Bureaucratic inertia was identified as the primary hindrance to change in the LGUS. Finally, relationships were identified as most important for sustaining change. Based on the results recommendations suggest that organizations within the LGUS employ a balance between proactive and reactive change and establish a clear communication plan and to ensure the plan emphasizes the respect due to those that will be involved or affected. Furthermore, to mitigate the effects of bureaucratic inertia, any organizational change effort within the LGUS should be accompanied by enough time to analyze the culture and build organizational support and buy-in. Additional recommendations were provided based on the results of the study.
Descriptors: Organizational Change, Land Grant Universities, Agricultural Education, Program Evaluation, Focus Groups, Barriers, Epistemology, Qualitative Research, Content Analysis, Sustainability
American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A