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Mora, Eva Infante; Markot, Marina; Capobianco, Stephen; Ivanchikova, Melina; Kiely, Richard; Feldman , Richard; Cheatle, Amy – Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 2019
The action research process initiated in 2015 to make a thorough reform of the CASA-Sevilla study-abroad programme not only produced significant pedagogical developments but also brought about a profound change in the way of working and relating within the programme work organisation itself and with Cornell University colleagues. This section…
Descriptors: Foreign Countries, Study Abroad, Active Learning, College Programs
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Olaskoaga-Larrauri, Jon; González-Laskibar, Xabier; Barrenetxea-Ayesta, Miren; Díaz-De-Basurto-Uraga, Pablo – European Journal of Education, 2019
This article describes the ramifications that recent organisational changes in the Spanish higher education sector have had on levels of job satisfaction among teaching staff. The research gathered their opinions on recent changes affecting their teaching duties, using job satisfaction scales in different areas of their academic work. The results…
Descriptors: Foreign Countries, Job Satisfaction, Organizational Change, College Faculty
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Hughes, Cerian; Maclean, Georgina; Stringer, Phil – Educational Psychology in Practice, 2019
This article reflects on the experience of applying a person-centred approach to promote organisational change in an educational context. A detailed example is drawn from a Planning Alternative Tomorrows with Hope (PATH) process with a group of school staff. The article considers existing research into person-centred approaches and explores key…
Descriptors: Students with Disabilities, Organizational Change, Special Needs Students, Program Effectiveness
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Russell, Paul – Journal of Psychologists and Counsellors in Schools, 2019
In a world where the only constant is change, schools are faced with the need to adapt creatively to changing societal demands, parental expectations, and children with increasingly diverse needs. Lasting and effective change can only occur with systemic and organisational change, and this essay argues that school-based psychologists are an…
Descriptors: School Psychology, School Psychologists, Organizational Change, Change Agents
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Doyle, Tom; Brady, Malcolm – Journal of Higher Education Policy and Management, 2018
For the most part, the organisational forms that are currently being adopted by higher education institutions are grounded in the traditional corporate models of organisation that take a rational approach to organisational change management. Underlying this account is an assumption of organisational autonomy and the capacity of designated leaders…
Descriptors: Organizational Change, Higher Education, Change Strategies, Models
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Lundgren-Resenterra, Mariangela; Kahn, Peter E. – British Educational Research Journal, 2019
Research on the impact of professional doctorates on students and their organisations has reported contested outcomes. We undertook a study to develop a causal explanation of how organisational change may, or may not, result from participation in a Doctor of Education programme (EdD). Drawing on critical realist perspectives, the research found…
Descriptors: Organizational Change, Doctoral Programs, Graduate Students, Professional Education
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Kehoe, Ian – Discourse: Studies in the Cultural Politics of Education, 2015
This paper explores how performance culture could affect students' learning about, and disposition towards, acting as organisational change agents in schools. This is based on findings from an initiative aimed to enable students to experience acting as change agents on an aspect of the school's culture that concerned them. The initiative was…
Descriptors: Change Agents, Student Role, School Culture, Student Attitudes
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Malan, Renee – International Journal of Learning and Change, 2011
The cognitive psychological processes related to learning and change behaviour are factors that impact on organisational strategy development. Strategy development is dependent on strategic thinking that is reciprocally influenced by shared mental models, organisational learning and organisational change. Although strategy development, shared…
Descriptors: Organizational Change, Cognitive Psychology, Behavior Change, Organizational Development
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Morgan, Gavin – Educational Psychology in Practice, 2016
This study investigates the effectiveness of a solution-focused approach to organisational change. Planning Alternative Tomorrows with Hope (PATH) is an intervention more commonly applied to individuals. In this study the intervention is used with groups of people working in educational organisations to help manage the change process. The approach…
Descriptors: Organizational Change, Program Effectiveness, Intervention, Change Agents
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Lambrechts, Wim; Verhulst, Elli; Rymenams, Sara – International Journal of Sustainability in Higher Education, 2017
Purpose: This paper aims to provide insights into the relation between professional development (PD) and organisational change processes towards sustainability, with a specific focus on empowerment. Design/methodology/approach: The paper builds upon a constructivist approach, combining a literature review, a desk research on key publications and…
Descriptors: Foreign Countries, Faculty Development, Sustainability, Teacher Competencies
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Bamberry, Goff; Sabri-Matanagh, Saeed; Duncan, Glen – International Journal of Learning and Change, 2015
This paper explores the impact of a learning culture on organisational change in small to medium-sized regional manufacturing enterprises following a review of the related literature, and a qualitative study of 10 manufacturing SMEs in the Riverina region of New South Wales. The research confirmed that key learning culture factors as identified in…
Descriptors: Foreign Countries, Organizational Culture, Small Businesses, Manufacturing Industry
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Apter, Brian – Educational Psychology in Practice, 2014
An organisational change-process in a UK local authority (LA) over two years is examined using transcribed excerpts from three meetings. The change-process is analysed using a Foucauldian analytical tool--Iterative Learning Conversations (ILCS). An Educational Psychology Service was changed from being primarily an education-focussed…
Descriptors: Foreign Countries, Organizational Change, Educational Psychology, Psychologists
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Stensaker, Bjørn; Leiber, Theodor – Quality in Higher Education, 2015
The aim of the article is to provide a framework in which the organisational impact of external quality assurance (EQA) can be assessed. Based on existing studies of the impact of EQA in universities and colleges it is suggested that greater systematisation of how impact is measured is needed for a better understanding of how EQA can be used as a…
Descriptors: Quality Assurance, Outcome Measures, Higher Education, Organizational Change
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Zardo, Pauline; Collie, Alex; Livingstone, Charles – Evidence & Policy: A Journal of Research, Debate and Practice, 2015
Organisational factors can affect the success of interventions aimed at increasing research use. Research is needed to identify organisational factors affecting research use in specific public health policy contexts. Qualitative interviews with decision makers from a specific public health context identified a range of organisational factors that…
Descriptors: Decision Making, Organizational Climate, Intervention, Research
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Webber, Karen L.; Tschepikow, Kyle – Assessment in Education: Principles, Policy & Practice, 2013
For postsecondary institutions, organisational change is an inevitable and ongoing process. Institutions face a growing need to assess student learning assessment as part of an institution's comprehensive assessment plan. While a growing body of literature suggests that learner-centred assessment is a best practice in higher education pedagogy, it…
Descriptors: Organizational Change, Two Year Colleges, College Faculty, Student Evaluation
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