1887

Abstract

Twenty to thirty years ago, efforts to improve engineering education focused on developing new instructional strategies and materials to increase percentages of engineering students that graduated, numbers of entering undergraduate engineering students, and the diversity of engineering graduates. Today, a considerable body of studies has shown that this goal has been achieved. Efficacy of many instructional strategies and materials has been demonstrated with the support of compelling evidence. In light of these developments, the focus of efforts to improve engineering education appears to be shifting to promoting broader adoption of instructional strategies and materials already developed and supported by substantial bodies of evidence. What change strategies could be used in these efforts? Research in many fields, while it does not provide definitive answers for each organizational culture and scenario, embodies knowledge from which change strategies can be developed. Four change models and eight change strategies have been synthesized from extensive literature reviews. This paper extends this work incrementally by adding that change strategies should be synthesized across multiple perspectives of organizations, what Bolman and Deal refer to as leadership frames. Examples of strategy fragments for each of the four leadership frames have been presented for each of the eight change strategies to provide options for change agents looking to develop coherent strategies for their particular circumstances at their specific organizations. The principal intended contribution of this paper is to present strategy fragments from each of the four leadership frames that could be used in developing change strategies.

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/content/papers/10.5339/qproc.2015.elc2014.79
2015-08-29
2019-08-22
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