Scientific Management of Higher Education Changes
This approach to change employs several models such as rational thinking, strategic planning, adaptive learn, and organizational change among others (Kezar, 2014). This view perceives organizations (in this case, HIEs) as purposeful, dynamic, and adaptive institutions. Change is inherent, resulting from internal structures and decisions. As such, leaders and managers become critical in the transformation process.
Globalization trends challenge educators to become innovative and creative in shaping college graduates for today’s labor market. Leaders in HE need to engage internal stakeholders in formulating strategies aimed at improving the graduate turnover of colleges and universities regarding quality and quantity. Given the need for high-quality degree graduates in the face of high dropout rates and the increasing cost of education, HEIs should consider changes and modification in programs and delivery systems (Kezar, 2014).
The change process should begin with a critical examination of the current and future needs of a technologically dynamic labor market in comparison with the present system of education in HEIs. This evaluation should be followed by developing new models and restructuring old delivery systems with an aim of addressing completion challenges, increasing the number of graduates, as well as producing innovative and globally competitive graduates. For instance, leaders in HE should be proactive in creating new courses that will boost the competitiveness of the US in the global market as well as increase access to HE education via online and hybrid delivery systems.
Although insufficient monetary resources make it difficult for HEIs to institute change, leaders need to be innovative and work in collaboration with other education stakeholders in implementing change. It is the high time for colleges and university to withdraw from working in isolation and engage other HEIs as well as major players in all sectors in addressing quality issues and disparities in HE access (Kezar, 2014).
Leaders in HE have a crucial responsibility in assessing challenges, developing organizational goals, formulating change strategies, communicating plans, and implementing the changes Kezar, 2014). They are also responsible for providing direction and engaging internal and external stakeholder in the change process. In other words, they are change agents with a role in inspiring and driving change within an organization. This is not an easy task because leaders will have to challenge the current education practices thus creating discomfort and feelings of incompetence (Heifetz et al., 2009).
Adoption of both analytical and political tactics is essential in ensuring that faculties do not shy away from change. Heifetz et al. (2009) advocate for the creation of an environment that depersonalizes conflict and fosters courageous conversations. Such an environment will encourage educators to participate in the change process actively and to address their incompetence without feeling threatened or embarrassed by change.
The aspect of re-engineering, as seen in the scientific model, is essential in the transformation of higher education. It is crucial for learning institutions and faculties to restructure their curriculum and methods of delivery to the role of technology and globalization in the different sectors of the economy.
In addressing this challenge, leaders need to develop rapid solutions to the current crisis as well as create a sustainable education system that will reinvent and restructure on a continuous basis to meet the needs of an ever-changing labor market. According to Heifetz et al. (2009), adaptive leadership involves addressing today’s challenging and formulating practices for success in tomorrow’s world. This type of leadership calls for an ongoing process of diagnosing current challenges and assessing trends that will influence education needs in the future. Consequently, the change process will be generative and sustainable.
References
Heifetz, R., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Toolsand tactics for changing your organization and the world. Cambridge, MA: Harvard Business School Publishing.
Kezar, A. (2014). How colleges change: Understanding, leading, and enacting change. New York: Routledge.
