Universities represent the highest level of education, yet they are notoriously slow in responding to a rapidly changing world. Deeply entrenched elitism and routines, a continued emphasis on reproductive learning, and the continued dominance of disciplinary thinking, have, in many instances, created bastions of educational conservatism, unable to contribute meaningfully to the development of people, businesses and communities within a finite global ecosystem. This book focuses on an African university's efforts to become more innovative and responsive to community needs and the challenges posed by sustainability. A central concept is innovation competence as a pre-requisite for transforming learning, research and consultancy. Making change in society requires innovation competences over and above disciplinary expertise and these competences have to be learnt by both staff and students. Kibwika not only shows that it is imperative that African universities re-orient their programmes to produce graduates capable of enhancing innovation and social change in the community, he also provides a number of solid stepping stones for capacity building and curriculum development that, in time, will result in an innovative university able to contribute to a world that is more sustainable than the one currently in prospect.

"A good balance between theory and practice . . . it definitely fills a void in the [lack of] texts in the area and the change literature in general . . . a good fit for my graduate class on 'Managing Organizational Change.'" —Anthony F. Buono, McCallum Graduate School of Business, Bentley College "Like Gareth Morgan's Images of Organization, this book is a superb blend of theory and practicality. It demystifies chaos and paradox, and it encourages the understanding of organizational dynamics from multiple perspectives. It is refreshing to read a book that presents diverse theories and interventions so even-handedly." —Andrea Markowitz, Ph.D., President, OB&D, Inc. Learning to Change: A Guide for Organizational Change Agents provides a comprehensive overview of organizational change theories and practices developed by both U.S. and European change theorists. The authors compare and contrast five fundamentally different ways of thinking about change: yellow print thinking, blue print thinking, red print thinking, green print thinking and white print thinking. They also discuss in detail the steps change agents take, such as diagnosis, change strategy, the intervention plan, and interventions. In addition, they explore the attributes of a successful change agent and provide advice for career and professional development. The book includes case studies that describe multiple approaches to organizational change issues. This book will appeal to both the practitioner and academic audiences. It can be used as a text in graduate courses in change management and will also be a useful reference for consultants and managers. Features: Discusses the abilities, attitudes, and styles of successful change agents Describes five fundamentally different ways of thinking about change Presents a state-of-the-art overview of change management insights, methods, and instruments Summarizes an extensive amount of organizational change literature Supplies readers with useful insights and courses of action that will allow them to design and implement change professionally Learning to Change became a bestseller upon its initial publication in the Netherlands. The color-model on change is very popular among thousands of managers and change consultants and presents a new approach to change processes and a new language for change.

This handbook focuses on the complex processes and problems of organizational change and relates current knowledge of individual and group psychology to the understanding of the dynamics of change. Complementary and competing insights are presented as overviews of theory and research Offers helpful insights about choosing models and methods in specific situations Chapters by international authors of the highest quality

Over the last decade there continues to be an increase in the technology and how it affects our lives. Since then the incorporation of electronic databases and other communication tools for students, faculty and staff, virtual learning environments have become an important innovation in the student learning experience. Technologies, Innovation, and Change in Personal and Virtual Learning Environments presents a widespread collection of research on the growth, innovation and implementation of learning technologies for educators, technologists and trainers. The book is a useful source for academics and professionals interested in information and communication technologies.

Since its inception in 1969, Change magazine has been the bellwether of higher education. It has framed the key issues confronting the academy, attracted the best minds, and shaped the debate. In this important collection, Deborah DeZure and a panel of contributing editors have selected landmark articles on teaching and learning in higher education published in Change from its launch to the present. Through the articles and incisive commentaries we follow the controversies, witness the reception of innovations, and trace the threads of continuity of the past thirty years. What emerges is both an indispensable set of perspectives and a rich resource of models and ideas.The book spans a period that began in the turmoil of student unrest in the '60s, and concludes at the close of 1999 with higher education grappling with the issues of purpose, accountability, technology and changing demographics.What is striking about these articles is the vitality and relevance of the voices from the past. They offer valuable insights and inspiration as we plan for the future, and consider how to foster effective teaching and learning environments.Organized by topic, the articles in each section are introduced by a recognized authority in the field. Deborah DeZure's Introduction and Conclusion offer both the context and an analysis of trends.Learning from Change constitutes both fascinating reading and an important compass for administrators in higher education, directors of faculty development, and deans, department chairs and faculty engaged in leadership roles in the academy. It is an invaluable introduction and survey for anyone who wants to familiarize him or herself with the issues and trends.

Featuring both research findings and practical recommendations, this book presents an innovative framework for nurturing leadership in the care and education of young children. Early educators are often seen as the objects of change, rather than the architects and co-creators of change. Douglass calls for a paradigm shift in thinking that challenges many long-held stereotypes about the early care and education workforce’s capacity to lead change. Case studies show how educators use their expertise every day to make a difference in the lives of children and families. These accounts demonstrate concrete strategies for expanding current thinking about who can be leaders for change and for developing more inclusive pathways for leadership. This book has the potential to revolutionize the field with a new model for developing and nurturing innovative, entrepreneurial, and skilled early educator leaders capable of driving transformative change—from classrooms and home-based programs to communities and beyond. Book Features: A cross-disciplinary examination of leadership, improvement, and innovation. A framework for building ecosystems that supports professional growth and teacher retention. Case studies that reveal immense untapped potential from within the early care and education workforce. A critical look at the current state of leadership and quality improvement in early childhood education.

In developing countries like India, it is imperative to initiate changes in all sectors industrial, health, natural resources, and especially education. The foremost Indian pioneer of HRD studies Udai Pareek and Wills Griffin, set out to make a study of h

Entertainment-Education and Social Change introduces readers to entertainment-education (E-E) literature from multiple perspectives. This distinctive collection covers the history of entertainment-education, its applications in the United States and throughout the world, the multiple communication theories that bear on E-E, and a range of research methods for studying the effects of E-E interventions. The editors include commentary and insights from prominent E-E theoreticians, practitioners, activists, and researchers, representing a wide range of nationalities and theoretical orientations. Examples of effective E-E designs and applications, as well as an agenda for future E-E initiatives and campaigns, make this work a useful volume for scholars, educators, and practitioners in entertainment media studies, behavior change communications, public health, psychology, social work, and other arenas concerned with strategies for social change. It will be an invaluable resource book for members of governmental and non-profit agencies, public health and development professionals, and social activists.

How do networks create educational change and improve student achievement? What kinds of educational policies and practices facilitate network learning? Networks bring teachers, principals and other stakeholders together to share ideas, observe best practices, identify and analyze problems, and develop strategies for improved teaching, learning, and community life. These networks are becoming an important method to enhance educational renewal and student achievement. Networks go beyond tensions of top-down vs. bottom-up, school development and formal and informal organizational structures. The theoretical base of networking makes use of many different concepts of educational change theory, such as educational change processes, empowering of teachers, professional development, communities of practice, the network society and democratic education. The first part of the book features studies of four ‘established’ networks who have been functioning for several years. These networks describe their accomplishments, challenges, goals, and the theoretical basis of their work. In the second part of the book, three recently developed networks share their ‘start-up’ experiences and lessons learned. The book concludes by looking at networking as a strategy for educational change. Key reading for Education students, educational consultants and teacher educators with an interest in educational leadership and educational change. Contributors: Lew Allen,Linda Atkinson, Tero Autio, Randy Averso, Jean Cate, Dennis W. K. Chan, Chris Day, Victor Forrester, Gregg Garn, Dennis Gentry, Jesse Goodman, Mark Hadfield, Barbara Harold, Frances Hensley, Elaine Jarchow, Gaetane Jean-Marie, Tracey McAskill, Robin McGrew-Zoubi, Mary John O’Hair, Ulrich C. Reitzug, Eero Ropo, Joan Rué, Wiel Veugelers, Ian Walker, William Y. Wu, Henk Zijlstra.

In recent decades, medicine and health education has been challenged worldwide by changes in its profession. Being a doctor nowadays encompasses much more than having biomedical knowledge and includes interdisciplinary skills related to societal needs, communication skills, and ethical consideration, among other things. In order to provide these skills and competences, many medical schools are implementing changes in different aspects of the education. These changes are also occurring in China. In the past twenty years, medical education in China has initiated a series of reforms. The current reforms have mainly been led by the Ministry of Education and Ministry of Health. These initial actions have evidenced both positive and negative attitudes and reactions. Is there a need to make further reforms and changes? If so, in what aspects? This book documents a national investigation of attitudes from teaching staff on the reforms and changes. Nearly 1800 teaching staff from 23 medical universities participated in this investigation. The results suggest that sustainable educational change demands not only supports from policy-makers and leaderships, but also active participation from teaching staff. In order for the implementation of reforms and changes to be successful, two factors are essential from the teaching staff’s perspective. First, it is important for teaching staff to gain a deep understanding of educational reform and change, and second, they should develop appropriate skills to be able to conduct the reforms through their teaching practice. To provide these two factors, institutional facilitation is necessary and crucial.