To recapitulate, there are at least four
basic definitions of change management:
1.
The task of managing change
(from a reactive or a proactive posture)
2.
An area of professional
practice (with considerable variation in competency and skill levels
among practitioners)
3.
A body of knowledge
(consisting of models, methods, techniques, and other tools)
4.
A control mechanism
(consisting of requirements, standards, processes and procedures).
Change Management 101: A Primer - 1 views
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the problems found in organizations, especially the change problems, have both a content and a process dimension.
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The process of change has been characterized as having three basic stages: unfreezing, changing, and re-freezing. This view draws heavily on Kurt Lewin’s adoption of the systems concept of homeostasis or dynamic stability.
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The Ticker - The Chronicle of Higher Education - 1 views
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The U.S. Education Department today released a report critical of the Middle States Commission on Higher Education, saying the regional accrediting organization did not set minimum standards for its member institutions on program length or credit hours.
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The accreditor responded that "the fundamental concern of higher education's constituencies is whether students graduate with appropriate knowledge, skills, and competencies, not how many hours they spend in a classroom."
Innovating the 21st-Century University: It's Time! (EDUCAUSE Review) | EDUCAUSE - 4 views
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change is required in two vast and interwoven domains that permeate the deep structures and operating model of the university: (1) the value created for the main customers of the university (the students); and (2) the model of production for how that value is created. First we need to toss out the old industrial model of pedagogy (how learning is accomplished) and replace it with a new model called collaborative learning. Second we need an entirely new modus operandi for how the subject matter, course materials, texts, written and spoken word, and other media (the content of higher education) are created.
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Research shows that mutual exploration, group problem solving, and collective meaning-making produce better learning outcomes and understanding overall. Brown and Adler cite a study by Richard J. Light, of the Harvard Graduate School of Education: "Light discovered that one of the strongest determinants of students' success in higher education . . . was their ability to form or participate in small study groups. Students who studied in groups, even only once a week, were more engaged in their studies, were better prepared for class, and learned significantly more than students who worked on their own."
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Second, the web enables students to collaborate with others independent of time and geography. Finally, the web represents a new mode of production for knowledge, and that changes just about everything regarding how the "content" of college and university courses are created.
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About Powers - Urgent Evoke - 2 views
WSU Today Online - Professor brings new approach into classroom - 3 views
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What do Wikipedia, Linux, Mozilla Firefox, and Threadless Tees have in common? All were created outside the traditional product development model using a mass collaborative approach. In mass collaborative product development (MCPD), large groups of people compete and collaborate globally to develop new products and services.
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the MCPD phenomenon is under way in the management and business communities. But few have examined it from an engineering design standpoint.
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A more natural process
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How Web-Savvy Edupunks Are Transforming American Higher Education | Page 4 | Fast Company - 0 views
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WGU constantly surveys both graduates and their employers to find out if they are lacking in any competencies so they can continue to fine-tune their programs.
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So far, the open-education movement has been supported, to an astonishing extent, by a single donor: The Hewlett Foundation has made $68 million worth of grants to initiatives at Berkeley, Carnegie Mellon, MIT, Rice, Stanford, and Tufts. Today, such foundation money is slowing, but new sources of financing are emerging. President Barack Obama has directed $100 billion in stimulus money to education at all levels, and he recently appointed a prominent advocate of open education to be undersecretary of education (Martha Kanter, who helped launch the 100-member Community College Consortium for Open Educational Resources and the Community College Open Textbook Project)
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Today, we've gone from scarcity of knowledge to unimaginable abundance. It's only natural that these new, rapidly evolving information technologies would convene new communities of scholars, both inside and outside existing institutions.
Editor's Note: Bending the Curve by Paul Glastris | Washington Monthly - 0 views
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without measures of learning—education’s primary bottom line—there can be no real market discipline.
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Instead, colleges can raise prices with relative impunity— and spend the extra money on everything but their students’ education. They can compete for fame and glory and stick students with the bill.
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Washington Monthly's College Guide includes an introduction by the editor which frames the issue of assessment in terms of the unsustainability of the current paradigm and its rising costs. He asserts that "the higher education market is missing a measure of value, quality divided by price". "Value measures would allow colleges to do what they can't do now: lower prices without being punished by the market." The introduction points to several other useful articles in the College Guide.
History Is Scholarship; It's Also Literature - Chronicle.com - 0 views
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For me, the biggest challenge in teaching a course like this is getting students engaged in the difficult task of analyzing the exercises
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The deeper institutional issue is granting credit to graduate students for such a course
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MIT Press Journals - International Journal of Learning and Media - Full Text - 0 views
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Howard GardnerHobbs Professor of Cognition and Education, Project Zero, Harvard Graduate School of Education
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As shown in table 1, we will be cognizant throughout of who the learners are, where they learn, how they learn, what are the principal curricula, and how competences are purveyed via the media of the time. The grid itself contains generalizations about the past and present, and speculation about the future, thus providing a broad portrait of changes over time. While we do not discuss each entry in the grid, we hope that it aids in thinking about learning in formal and informal settings.
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Uniform schooling reflects both fairness and efficiency. It appears fair to treat all children in the same way; and it is also efficient, given classes of 20, 30, or even 60 charges in one room, sometimes arrayed by age, sometimes decidedly heterogeneous in composition.
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In this article we argue that, after millennia of considering education (learning and teaching) chiefly in one way, we may well have reached a set of tipping points: Going forward, learning may be far more individualized, far more in the hands (and the minds) of the learner, and far more interactive than ever before. This constitutes a paradox: As the digital era progresses, learning may be at once more individual (contoured to a person's own style, proclivities, and interests) yet more social (involving networking, group work, the wisdom of crowds, etc.). How these seemingly contradictory directions are addressed impacts the future complexion of learning.
Might Companies, Not Colleges, Deserve the Blame for a Shortage of Engineers? - Faculty... - 2 views
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But in fact the number of talented college graduates in the sciences is "quite in excess of the demand," said Harold Salzman, a professor of public policy at Rutgers University. In a new paper, he and a colleague argue that the real problem is at the employment end of the pipeline.
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It may not be so easy to convince companies, however, that they're the main problem. Susan L. Traiman, director of public policy at Business Roundtable, an association of chief executives of the largest American companies, said the analysis by Mr. Salzman and Mr. Lowell has some potential shortcomings that may explain why its findings contradict the experience of many engineering companies.
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The fundamental suggestion by Mr. Salzman and Mr. Lowell—that science and engineering companies perhaps should be doing more to grab science and engineering students—may even have trouble winning support on university campuses, where engineering deans increasingly take pride in graduating students with a diverse set of talents, who are able to take on a range of professional challenges, rather than simply follow traditional engineering paths.
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U.S. GAO - Program Evaluation: A Variety of Rigorous Methods Can Help Identify Effectiv... - 1 views
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In the absence of detailed guidance, the panel defined sizable and sustained effects through case discussion
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The Top Tier initiative's choice of broad topics (such as early childhood interventions), emphasis on long-term effects, and use of narrow evidence criteria combine to provide limited information on what is effective in achieving specific outcomes.
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Several rigorous alternatives to randomized experiments are considered appropriate for other situations: quasi-experimental comparison group studies, statistical analyses of observational data, and--in some circumstances--in-depth case studies. The credibility of their estimates of program effects relies on how well the studies' designs rule out competing causal explanations.
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