Change Management in the Introduction of Sakai at Charles Sturt University

1. Change Management in the Introduction of Sakai atCharles Sturt University Dr Philip Uys Charles Sturt University, Australia Manager, Educational Design and Educational Technology, Centre for Enhancing Learning and Teaching puys@csu.edu.au Available for consulting on institutional and educational change – see http://www.globe-online.com/philip.uys 5th November 2007

2. Introduction Sakai = CSU Interact Engagement & interactivity

3. Introduction • DE (70%) and Internal • 5 campuses and additional sites • Partner organisations • International campuses in Canada, Malaysia, China etc • Full-time and casual academic staff • Movers and shaker academics and more traditional • Strong print history CSU is a complex organisation when considering change management:

4. Introduction Engagement & interactivity! Drucker: leadership Ramsden: academics and change Daft: bottom up in isolation fails Fullan: first order and second order changes Sakai = CSU Interact

5. Yet typically governance is top-down and change management instruments lack an educational base and do not reward collaboration Trust needs to be built Gunn: using top down and bottom-up change approaches in tandem

6. Top down Inside out Middle out Bottom-up

7. Case studies: Massey University, Wellington, New Zealand (95 – 99) governance… Principal: resources not related to a specific strategic goal action research project: plan, observe, act and reflect diagnostic action research  limited effect not transformative through creating learning communities

8. Case studies: Cape Technikon, South Africa (2000) strategic plan task group faculty level work groups development team community of practice governance… resources

9. Case studies: University of Botswana (2001 – 2004) VC and DVC support UBeL such as UBel Committee inside-out strategies UBeL Club UBeL Certificate, UBeL List, and eTeams development teams mission and vision central leadership from a learning and teaching group

10. Three additional key bottom-up strategies emerged over the last 12 years: 1. building learning communities 2. applied research 3. sharing of best practice

11. The key is to constantly consider the people dimension Regardless of plans, strategies and technology, it is worth remembering that it is people who do the work Colin Powell

12. Charles Sturt University, Australia 1. Various communities of practice/learning Process started in January 2007; December 700+ academics; January 35 000 students

13. Charles Sturt University, Australia 1. Various communities of practice • 2. Institute for Innovation in Flexible Learning and Teaching • applied research framework and a “Teaching Scholar” • scheme

14. Charles Sturt University, Australia 1. Various communities of practice 2. Institute for Innovation in Flexible Learning and Teaching - action research framework 3. Showcase of good practice: Learning Designs Showcase & Stories

17. Charles Sturt University, Australia 1. Various communities of practice 2. Institute for Innovation in Flexible Learning and Teaching - action research framework 3. Showcase of good practice: Learning Designs Showcase & Stories 4. Bromage: • Mutual education • Collegiate approach • High quality evidence • Spirit of open debate

18. Top down – CSU plan; SC; PT; HOS 5. LASO • Bottom-up • pilots; PD; • comms; • Students; • EDs

19. Charles Sturt University, Australia 6. Kotter and Cohen promote the use of eight steps and focus on the affective domain (similar to Wilber, 2001) • Create a sense of urgency • Build the guiding team • Get vision right • Communicate for buy-in • Empower and remove barriers • Achieve short-term wins • Don’t let up • Embed change within the organisation culture

20. The Seven Dimensional “Diamond” Framework for Change • Caring for people – continually think about where groups and individuals are at • Create and maintain a sense of urgency – 10th and 17th December; university wide implementation • Collaboratively guide the change process - OLE SC; In Divisions; In schools • Create alignment - “By 2011: Leader in flexible provision of quality learning and teaching”; extensive communication plan; school-based plans; divisional plans eg within CELT; CD • Empower and remove barriers– extensive PD and Support plan; procedural changes; policy issues • Achieve short-term wins – pilots and in 2008 • Consolidate performance improvements – two PD phases; 2008; – takes time!

21. It is no recipe! more than one dimension need to be addressed at the same time Tsoukas and Chia (2002) - “to properly understand organizational change one must allow for emergence and surprise” change leaders must expect the unexpected Pascale et al (2000) - changing organisations are operating on the edge of chaos LASO model: technological transformation has a ragged implementation contour

22. In summary: the BIG FIVE! Change management is about people No trust, no change For change to be sustainable, it needs to be collaborative Use a multi-pronged approach It is an art to manage change

23. The biggest temptation is to settle for too little Thomas Merton

24. Thank You Dr Philip Uys <puys@csu.edu.au> Manager, Educational Design and Educational Technology, Centre for Enhancing Learning and Teaching http://www.csu.edu.au/division/celt/exec_staff/philip.uys Available for consulting on institutional and educational change – see http://www.globe-online.com/philip.uys