Nstituting Enduring Innovations Achieving Continuity of Change in Higher Education
Book, 
Microform, 
Online , Online - Google Books - https://eric.ed.gov/?id=ED358809
90 p.
1878380206
Introducing enduring innovations into a higher education organization requires commitment and support from colleagues. Organizational change involves three steps: (1) mobilization; (2) implementation; and (3) institutionalization. Without institutionalization, the innovation is likely to be terminated despite how well it may be communicated and implemented. The level of influence within the organization directly attributable to the innovation can be construed as being the extent of its institutionalization. Factors influencing longevity of innovations include the intensity of direction and support from organizational leaders, decision making and communication concerning the innovation's essential features, and incorporation of the dissident voice. Learning organizations, such as universities, can become innovative communities, where such innovation results in productive behavior, if organizational members have valid information upon which to base their actions and are thus more able to control what happens to them as community members. An organization's leaders and members must be flexible in developing innovations and setting levels at which these changes will achieve institutionalization. Contains 75 references and an index. (GLR)
Availability: Publications Department, ASHE-ERIC Higher Education Reports, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1186 (single copy prices, including 4th class postage and handling, are $17 regular and $12.50 for members of AERA, AAHE, AIR, and ASHE).
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
Contract Number: RI88062014.
ERIC Note: For a digest based on this report, see HE 026 562.
Administrators.
Practitioners.
May also be available online. Address as at 14/8/18: https://eric.ed.gov/
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| 100 | 1 | |aCurry, Barbara K. | |
| 245 | 1 | 0 | |aInstituting Enduring Innovations. Achieving Continuity of Change in Higher Education. ASHE-ERIC Higher Education Report No. 7, 1992 |h[microform] / |cBarbara K. Curry. |
| 260 | |aWashington, DC : |bERIC Clearinghouse on Higher Education, |c1992. | ||
| 300 | |a90 p. | ||
| 500 | |aAvailability: Publications Department, ASHE-ERIC Higher Education Reports, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1186 (single copy prices, including 4th class postage and handling, are $17 regular and $12.50 for members of AERA, AAHE, AIR, and ASHE). |5ericd | ||
| 500 | |aSponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. |5ericd | ||
| 500 | |aContract Number: RI88062014. |5ericd | ||
| 500 | |aERIC Note: For a digest based on this report, see HE 026 562. |5ericd | ||
| 520 | |aIntroducing enduring innovations into a higher education organization requires commitment and support from colleagues. Organizational change involves three steps: (1) mobilization; (2) implementation; and (3) institutionalization. Without institutionalization, the innovation is likely to be terminated despite how well it may be communicated and implemented. The level of influence within the organization directly attributable to the innovation can be construed as being the extent of its institutionalization. Factors influencing longevity of innovations include the intensity of direction and support from organizational leaders, decision making and communication concerning the innovation's essential features, and incorporation of the dissident voice. Learning organizations, such as universities, can become innovative communities, where such innovation results in productive behavior, if organizational members have valid information upon which to base their actions and are thus more able to control what happens to them as community members. An organization's leaders and members must be flexible in developing innovations and setting levels at which these changes will achieve institutionalization. Contains 75 references and an index. (GLR) | ||
| 521 | 8 | |aAdministrators. |bericd | |
| 521 | 8 | |aPractitioners. |bericd | |
| 530 | |aMay also be available online. Address as at 14/8/18: |uhttps://eric.ed.gov/ | ||
| 533 | |aMicrofiche. |b[Washington D.C.]: |cERIC Clearinghouse |emicrofiches : positive. | ||
| 650 | 0 | 7 | |aAdoption (Ideas) |2ericd |
| 650 | 1 | 7 | |aChange Strategies. |2ericd |
| 650 | 1 | 7 | |aCollege Planning. |2ericd |
| 650 | 0 | 7 | |aCollegiality. |2ericd |
| 650 | 1 | 7 | |aEducational Innovation. |2ericd |
| 650 | 0 | 7 | |aHigher Education. |2ericd |
| 650 | 0 | 7 | |aImprovement. |2ericd |
| 650 | 0 | 7 | |aLeadership Responsibility. |2ericd |
| 650 | 1 | 7 | |aOrganizational Change. |2ericd |
| 650 | 0 | 7 | |aOrganizational Communication. |2ericd |
| 650 | 1 | 7 | |aParticipative Decision Making. |2ericd |
| 650 | 0 | 7 | |aPostsecondary Education. |2ericd |
| 653 | 0 | |aLearning Communities | |
| 655 | 7 | |aERIC Publications. |2ericd | |
| 655 | 7 | |aReports, Descriptive. |2ericd | |
| 710 | 2 | |aAssociation for the Study of Higher Education. | |
| 710 | 2 | |aERIC Clearinghouse on Higher Education. | |
| 710 | 2 | |aGeorge Washington Univ., Washington, DC. School of Education and Human Development. | |
| 856 | 4 | 1 | |uhttps://eric.ed.gov/?id=ED358809 |
| 984 | |aANL |cmc 2253 ED358809 |d77000000366283 |
Source: https://catalogue.nla.gov.au/Record/5559043/Details
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