Guiding change in higher education: an emergent, iterative application of Kotter's change model

While university change initiatives have become more common in the face of changing learner needs and higher education funding, many fail to produce desired effects, even when guided by organizational change models. The purpose of this study was to document a successful change process in an engineering department at a Hispanic-serving institution in the southwestern United States. The change effort focused on enhancing faculty capacity to support diverse student success. The change process was planned using Kotter's eight-step change model (1996) and was therefore a prescribed, linear, sequential change process. Qualitative analysis of audio-recorded faculty interviews and meetings, artifacts, field notes, and participant observation highlights how Kotter's change model was implemented iteratively and emergently. Early steps were revisited and strategies were treated as improvable. This approach enhanced faculty buy-in and project success. Characterization of each step provides insight into ways to apply Kotter's change model in higher education settings.

Automated summary

This study documents a successful change process in an engineering department at a Hispanic-serving institution, which used Kotter's eight-step change model and implemented iterative and emergent measures to enhance faculty engagement and project success.