This case study reflects on the process of change as academics in a regional Australian university, where traditional print-based distance education has successfully dominated the scene for almost fifty years, move towards implementation of interactive networked learning. A dance metaphor is used to describe the multi-faceted change movements. As we engage in a process of unlearning and learning anew, the roles and activities negotiated within the change process are complex and multi-dimensional. What are the perceived issues and change strategies prior to a change implementation; and are these the factors that actually impact the project? Can change agents anticipate what is needed to achieve a planned change? How is the complex network of personal, professional and institutional needs navigated to achieve a successful outcome for all involved?
Analysis of the change elements in this case has indicated that it is important for change agents to focus on personal relationships, the building of trust, and reflective thinking before a productive and personal change process may be engaged. Further, the analysis indicates that management support in the form of identified time for reflection, impacts on that personal change process. Overtime the interplay of all the change forces evolves into an intricate dance as all the individual and organisational needs, agendas, fears, and hopes jostle for space on the dance floor, engaged in the dance of change.
|Keywords:||Force-field Analysis, Professional Learning, Organisational Learning, Organisational Culture, Changing Roles, Mental-models|
Academic Developer, Faculty , Professions, Macquarie University, ARMIDALE, NSW, Australia
University of New England, NSW, Australia
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