Managing in the middle, the practice of managing change in English Universities
Subjectshigher education management
higher education administration
N214 Change Management
MetadataShow full item record
AbstractHigher Education Institutions are worth £45 billion to the UK economy, according to a report published in 2006 by Universities UK (UUK), the representative organization of the United Kingdom’s universities. The higher education sector has undergone considerable change with the introduction of the marketplace, tuition fees and business management structures and methods. Managing change as a middle manager is acknowledged to be important activity (see for example, Beer, Eisenstat and Spector, 1990) and yet there is a limited amount of empirically research that has been conducted to discover how change is managed in the higher education sector in England by these staff. This study explores the perceptions of higher education managers about their role in managing change in the higher education sector. It is an exploratory study based on thirty-one interviews with managers in nine universities from across the higher education sector in England. The universities were chosen to ensure there was a representative sample from the main groups within the sector and a geographical spread across the country’s regions. The literature review found a wide range of contrasting viewpoints that provided a myriad of support and confusing messages. There was a lack of information about how higher education managers manage and, in particular, how they manage change. Managers, and those who seek to help them, face challenges in seeking and providing guidance and improving practice. The middle manager has to manage change and use a variety of means to achieve it. They are caught in the middle between senior managers and staff and other stakeholders. They have primarily learned from experience but need support and guidance when they come across change projects of which they have no knowledge. This can be provided by access to case based practice and a network of experienced experts. This research recommends the creation of such support using new media available via the internet provided through professional associations such as the Association of University Administrators (AUA).
TypeThesis or dissertation
DescriptionA thesis submitted for the degree of Doctor of Business Administration of the University of Bedfordshire
The following license files are associated with this item:
Showing items related by title, author, creator and subject.
Dimensions of KM: they know not its called knowledge… but they can manage it!Minocha, Sonal; Stonehouse, George (Inderscience, 2008)This paper takes a social perspective on the discipline of Knowledge Management (KM) within the processual, conceptual, and contextual dimensions of teaching this subject in a management education setting. We explore how for our students the concept of knowledge is a fascinating one as most of them wonder what is encompassed within 'knowledge management' for it to be a subject, yet we know that they can manage it in their everyday practice of being a PG student or a practitioner. In this paper we aim to re-present KM, through a discussion of its development processes, dimensions based content and the multicultural context of delivering our course and its implications for future reflective practice in the discipline.
Managerial qualities and management development in the National Health ServicesThavanayagam, Thavanesan (University of Bedfordshire, 2002-10-28)This research was initiated in order to establish the relationship between managerial meta-qualities and the learning style preferences of a senior manager having board level responsibilities. In this connection, the National Health Service (NHS) of the England and Wales was selected for the study. It is one of the largest organizations, complex in operations, having multiple objectives to attain. In the last three decades it is experiencing an on-going complex process of change due to political, economical, social and ethical reasons. Literature search found that no similar researches were completed before. This presumption was subsequently endorsed by those academics involved when consulted It is evident that previous researches have taken diversity from the two main concepts: managerial meta-qualities and learning style preferences since. Popular instruments were used to check the manager profiles, the metaqualities profile and the Learning style preferences profile. The hypothesis tested the relationships between the two key variables, and its significance. The null hypothesis suggests that there exist no relationships. Further, this research contributes knowledge on certain facts where there are necessities for further examination in the future. From the strength of the data it was concluded that having evidence for relationships in two combinations of the sub variables: Mental-agilityReflector and Self-knowledge-Theorist. No relationship found between the two key variables in its consolidated profile state. The observed relationships were quite significant for the high score group compared to that of low score group. Research results also used to predict a balanced learner profile using the pertinent learning style preferences profile. Finally it recommends further imminent researches in this area, certainly with larger sample base.
Systems thinking and managing organisational changeCao, Guangming (University of BedfordshireUniversity of Bedfordshire, 2001-12)This thesis is about how systems thinking might contribute to the successful management of change (MOC). The motivation is the increasing importance of MOC in an environment where competition and internationalisation of markets are ever intensifying: organisations either "change or die", yet MOC suffers adversely with unacceptably high failure rates. A critique of MOC literature shows that current MOe methodology is characterised by reductionist approaches with a diversity of confusing and contradictory suggestions and recipes. This is seen to be impoverished where different types of organisational change are interacting. All these suggest that MOC methodology itself needs to be improved and a systemic approach is more appropriate. In search of methodological underpinnings for proposing a systemic approach to MOC, literature on systems thinking is reviewed, indicating that systems approaches, especially critical systems thinking, are potentially powerful to inform the development of MOC. Nevertheless, important questions are raised about applying systems ideas to MOC. Further research is needed. And this has been done by triangulating data, theory and method to develop a fuller understanding of systems perspectives and their relevance to MOC. By combining MOC and systems thinking together in a theoretically informed way, a systemic MOC framework is suggested and revised. This framework is seen to provide a characterisation of MOC by identifying the conceptual components, a coherent theoretical structure by specifying and ordering the relationships between these components, and a way of helping understand and manage the diversity in organisational change systemically. This framework is theoretically underpinned and applied to a case study where different types of organisational change and their interactions are surfaced. The outcomes firmly support the view that MOe is characterised by different types of organisational change and their interactions, for which systemic approaches are more appropriate; thus the systemic MOC framework developed is seen to be useful in helping understand and manage organisational change more effectively. The findings are critiqued within the study, and from this come out the conclusions, and recommendations for future research.