Educational Change

It is generally understood that a stable external environment around educational organizations is a thing of the past. Currently, in the 21st century, educational organizations are living in highly volatile environments, and various political, economic, social, demographic, and ecological forces are putting pressure on these organizations to change their structural and functional characteristics. Educational change as a field of research is a relatively new area and metalevel thinking about educational change has largely been inspired by theories and models that are borrowed from the broader field of organization science. The broader field possesses a multitude of theories and models of change but the same theoretical and practical plurality is not evident for educational change. However, there has always been a convergence of ideas between educational change and organizational change. As a result, educational change scholars and practitioners have borrowed the models and theories from the broader field of organization science. Parallel to the understanding in organization science, educational change interventions reflect a planned change understanding. Planned change is triggered by an external force, introduces change, and terminates the process. Although different models count on different steps to depict the process, these three phases delineate the planned change process. Many change models count on political, economic, social, or ecological forces of change for organizations. However, educational organizations have more specific and unique forces of change. Global student achievement comparison programs (e.g., Program for International Student Assessment), inequities in education, Organization for Economic Cooperation and Development’s (OECD) 21st-century skills, science, technology, engineering, and mathematics (STEM) movements, the trends in internationalization in education, and political conflicts around the world are putting pressure on education systems and schools around their structures and functions. Despite a conceptual plurality and richness in practical models, both organizational and educational change experience a high failure rate, which results in human, financial, and managerial issues for educational organizations. Considering the high failure rate in educational change, it is argued that conceptual and practical issues exist in educational change approaches. A broad review of both educational and organizational change suggests policy borrowing, a political rationale dominating educational change, a static organizational perspective, a loss of sight of the whole organization, and the ignoring of the human side of change as the main issues in change interventions. Assuming change as a top-down, planned, stage-based, hierarchical, and linear phenomenon, conceiving it as an extraordinary practice in the life of organizations and perceiving it as involvement of a distinguished group in the organization are some of the common problems in the dominant approach to change. These criticisms suggest a need for a fundamental shift in its conceptualization, which in turn suggests a shift in the ontology of change. According to the alternative understanding of change (i.e., continuous change), change is a small-scale, bottom-up, ongoing, cumulative, and improvisational process. The new understanding provides valuable insights into the conceptualization and practice of change. Continuous change perspective provides effective insights into the missing aspects in change implementation rather than suggesting totally replacing the planned change perspective.


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Erdemir, Burcu; Demir, Cennet Engin; Ocal, Julide Yildirim; Kondakçı, Yaşar (Informa UK Limited, 2020-01-01)
Constant pressures emanating from internal and external environments of the academy have resulted in many changes, one of which is the workplace mobbing, an old issue for the broader field of organization science but a relatively new phenomenon in the academic context. This study investigated the relationship between workplace mobbing and academic leadership and the results indicated that the more positive leadership there is in an institution, the less mobbing behaviors are observed.
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Taşkın, Gökçe Nihan; Tokdemir, Onur Behzat (2020-09-01)
The learning environment has several significant influences on the education process. It affects students' motivation, attention and active participation, student-teacher interaction, and lesson plan. In that sense, classroom design is a critical concern to improve the quality of education. Classroom design has many parameters that should be taken into consideration simultaneously. A holistic perspective on all parameters and a systematic process is required to increase the quality of the design. This study...
Güneyli, Duygu; Emil, Serap; Department of Educational Administration and Planning (2021-9)
Higher education institutions are complex organizations where role stressors easily occur due to their interdependent and interrelated nature. As the effectiveness of universities primarily depend on academic staff, their job satisfaction is just as important. Being a key member of universities, EFL instructors are mainly responsible for providing effective English language teaching in higher education. The purpose of this research is to show how EFL instructors experience their roles in higher education wi...
Teaching effectiveness indices of in-service and prospective physical education teachers
Saraç, Leyla; Kirazcı, Sadettin; Çiçek, Şeref; Department of Physical Education and Sports (2003)
Effective teaching in physical education has growing interest due to its direct relation with the student learning. The purposes of this study were a) to examine classroom management behaviours, time management strategies, and teaching style preferences of in-service and prospective physical education teachers and b) to compare in-service and prospective teachers' competencies on these teaching effectiveness categories. Thirty in-service and twenty-four prospective physical education teachers participated i...
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Watson, Forrest; Beninger, Stefanie; Domegan, Christine; Reppel, Alexander; Shapiro, Stanley (2021-11-01)
Marketing classes are often focused on the micro level, failing to account for wider societal issues. In this article, we argue for the inclusion of a wider macro-sustainability focus, one that "hacks" marketing education. With that objective in mind, we developed and delivered an introductory marketing course that integrated both the micro and the macro, thus infusing the course with macro-sustainability. This was done through an "expanded voice" perspective that included alternate complementary micro and ...
Citation Formats
Y. Kondakçı, Educational Change. 2021.