LEADER 05735nam 22007573u 450 001 9910140489403321 005 20220414165852.0 010 $a1-119-21082-8 010 $a1-118-76223-1 035 $a(CKB)2670000000583699 035 $a(EBL)1873101 035 $a(SSID)ssj0001380979 035 $a(PQKBManifestationID)11763637 035 $a(PQKBTitleCode)TC0001380979 035 $a(PQKBWorkID)11393206 035 $a(PQKB)10797441 035 $a(MiAaPQ)EBC1873101 035 $a(EXLCZ)992670000000583699 100 $a20141215d2014|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aChange Leadership in Higher Education$b[electronic resource] $eA Practical Guide to Academic Transformation 210 $aHoboken $cWiley$d2014 215 $a1 online resource (286 p.) 300 $aDescription based upon print version of record. 311 $a1-118-76203-7 311 $a1-322-43676-2 327 $aCover; Title Page; Copyright; Contents; About the Author; Introduction; Chapter 1 The Only Thing We Have to Change Is-Change Itself; The Ku?bler-Ross Model of Change Management; The Kru?ger Model of Change Management; The Kotter Model of Change Management; The Role of Organizational Culture in Change Processes; Hierarchical Organizations; Decentralized Organizations; Distributed Organizations; The IKEA Effect; Why Change Must Change; What about Other Stakeholders?; Conclusion; Chapter 2 Reframing Change; Different Ways of Viewing Change; The Common View of Change; The Classical View of Change 327 $aThe View of Continual ChangeThe Intentional View of Change; The Visionary View of Change; Bolman and Deal's Four-Frame Model; De Bono's Six Thinking Hats; Ten Analytical Lenses; Conclusion; Chapter 3 Determining the Need for Change; Is All Change Good for Higher Education?; Is All Change Bad for Higher Education?; Is Some Change Good for Higher Education?; Case Study: Pursuing Innovation without First Establishing Need; The Ten Analytical Lenses and the Need for Change; The Drivers of Change; The Central Role of the Needs Case in Change Leadership; Conclusion 327 $aChapter 4 From Change Management to Change LeadershipThe Learning Culture Theory; The Change Leader's Road Map and the Change Journey; C. Otto Scharmer's Theory U and Mindfulness-Based Leadership; Creative Leadership; The Pattern That Emerges; Change Leadership in Higher Education; Scenario One; Scenario Two; A Comparison of These Strategies; Conclusion; Chapter 5 Why Strategic Planning Doesn't Work; A Brief Primer on Strategic Planning; The Limitations of Strategic Planning in Higher Education; Little Advice on How to Plan; Overly Generic Mission Statements; Limited Options 327 $aThe Planning FallacyThe Need to Measure the Measurable; Shallow SWOT Analysis; Platonicity, Reification, and the Lorenz Butterfly Effect; Fitting the Culture; The Lack of Mission in Mission Statements; Better Approaches to Strategic Change; Scenario Planning; The Strategic Compass; Conclusion; Chapter 6 Creating a Culture of Innovation; Creativity as Lateral Thinking; Preparing a Program for Formalized Lateral Thinking; Refinements to Formalized Lateral Thinking; The Role of Mind-Set, Outliers, and Learned Optimism; Innovation Killers and Innovation Midwives; Conclusion 327 $aChapter 7 Leading Reactive ChangeFighting Icebergs with ICE; Types of Change; Is Reacting Actually Leading?; The Transformation from Elon College to Elon University; The Transformation from High Point College to High Point University; The Lessons to Be Learned; Levels of Change; Conclusion; Chapter 8 Leading Proactive Change; The Myth of Visionary Leadership; The Telling-Is-Leading Fallacy; Arizona State University; University of Notre Dame; The New Horizons Plan for Saudi Higher Education; Conclusion; Chapter 9 Leading Interactive Change; University of Nebraska-Lincoln 327 $aThe Rules of the Red Rubber Ball 330 $aInitiate innovation and get things done with a guide to the process of academic change Change Leadership in Higher Education is a call to action, urging administrators in higher education to get proactive about change. The author applies positive and creative leadership principles to the issue of leading change in higher education, providing a much-needed blueprint for changing the way change happens, and how the system reacts. Readers will examine four different models of change and look at change itself through ten different analytical lenses to highlight the areas where the current approach 606 $aEducational change 606 $aEducational leadership 606 $aUniversities and colleges -- Administration 606 $aUniversities and colleges$xAdministration 606 $aEducational change 606 $aEducational leadership 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aTheory & Practice of Education$2HILCC 608 $aElectronic books. 615 4$aEducational change. 615 4$aEducational leadership. 615 4$aUniversities and colleges -- Administration. 615 0$aUniversities and colleges$xAdministration 615 0$aEducational change 615 0$aEducational leadership 615 7$aEducation 615 7$aSocial Sciences 615 7$aTheory & Practice of Education 676 $a378.101 686 $aEDU001000$2bisacsh 700 $aBuller$b Jeffrey L$0793549 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910140489403321 996 $aChange Leadership in Higher Education$92153467 997 $aUNINA