Browsing by Subject "Organizational Change"

Now showing 1 - 3 of 3
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    Case Analysis of Merging Office Cultures Using An Appreciative Framework
    (2015-08) Konkle, Erin
    Examining student persistence from both an individual and an institutional perspective provides important knowledge and increased understanding of the student and institutional factors that contribute to student persistence or early student departure. Specifically, this study examined how Appreciative Advising shaped an office culture and perceptions about student success. The benefits of Appreciative Advising to a collegiate office and their students have been illustrated through this case study: a growth mindset, design management, proactive programming, collegial workspaces, and shared responsibilities. Institutions continue to look for the best ways to support employees and to illustrate the influence that creating a strong and cohesive culture plays in furthering the goals of student success. Continuing to understand how institutions are supporting and engaging staff offers hope and promise to the students who stand to benefit and are critical to these institution’s ability to fulfill their missions.
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    Facilitating Organizational Change: Using CHAT to Connect Community Engagement and Diversity, Equity, and Inclusion at an Engaged Institution
    (2024-01) Telles, Arien
    There is limited understanding of the connections between community engagement and racial DEI at colleges and universities working to institutionalize engagement. Community engagement is not being institutionalized within an educational system that is a blank slate, nor does it operate within a vacuum. Community engagement operates within a racially inequitable system, yet there is a lack of empirical studies investigating how DEI is addressed as colleges and universities perform the work of transformation. This study provides insight into the ways racial DEI operates within community engagement, both overtly and covertly, in colleges and universities that are working towards organizational transformation into engaged institutions. In addition to responding to a gap in the literature, this study contributes to the field by identifying and analyzing the role of racial DEI within community engagement by considering what organizational contradictions exist when analyzing how community engagement and diversity, equity, and inclusion operate together. Using cultural-historical activity theory (CHAT) as a theoretical framework and analytical tool, the findings of this study provide several implications for research and practice as it relates to organizational change approaches that reveal insights into complex institutional challenges aimed at addressing pressing social issues.
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    Organizational change in academic programs: a case study of doctoral students‘ experiences.
    (2011-04) Frazier, Christina Coffee
    This qualitative case study explored the experiences of doctoral students at the University of Minnesota-Twin Cities as they transitioned from a fairly stable academic department experiencing significant changes. To achieve the purpose of the study, I investigated the experiences of doctoral students through an organizational development perspective and analyzed how they themselves interpret changes. This study attempted to expand research to include a conceptual foundation for organizational change, identify how departmental changes affect doctoral students, and strategies for an academic department transformation. Perceptions from doctoral students and document data as back up were seen as essential in furthering the understanding of organizational changes in higher education. Using the interpretive case study methodology of Michael Quinn Patton, I devised a conceptual foundation for organizational change in an academic department about the core elements of doctoral students' needs during transition for continued progress toward degree completion. A missing link within and among the core elements would alter or impair a doctoral student's experiences and advancement toward degree completion. In the end, what continued to be an important stronghold for them before the transformation and then following the merger of the department remained critical. These doctoral students needed communications, considered the faculty relationships necessary, and looked for a sense of community. What was presented to and arranged for them caught them by surprise. Findings yielded an analysis of doctoral student unlike any mentioned in the literature.