A Theory of Mandated Academic Change
Bibliographic Data
| ID | 9018079 |
|---|---|
| Authors | Judith P Newcombe (corresponding author), Clifton F Conrad |
| Year | 1981 |
| Volume | 52 |
| Issue | 6 |
| Pages | 555-577 |
| Publication date | 1981-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-1546 • E-ISSN: 1538-4640 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221546.1981.11778131 |
| OpenAlex | W2025547557 |
| Language | EN |
| Citations received | 3 |
| References cited | 6 |
During the past decade, colleges and universities have been subject to a rapid expansion and intensification of external pressures for major policy changes. Among the most influential of the forces for academic reform are mandates emanating from the federal legislative and judicial branches of government. Not only have recent federal mandates affected policies and decision making, they often have struck at the very core of cultural, social, institutional, and personal value systems. The probability that such governmental involvement will decrease in the future appears remote. Federal mandates often require sweeping changes that can be expensive for institutions to implement and difficult to administer and enforce. Unfortunately, the literature on mandated academic change is woefully inadequate in providing both government and college officials with useful guidelines for providing successful leadership in implementing mandates in institutions of higher education. Grounded in empirical evidence, the theory presented in this article identifies the processes and procedures that can help lead to effective educational change precipitated by governmental directives. There are four major frameworks that have guided research on academic change: the complex organization [2, 7, 18], the diffusion of innovations [5, 11, 14, 15], the planned change [8, 10, 12], and the political [1, 3, 9]. Each model has focused on a particular aspect of change (formal organization, communication, planning, power), but none of these research frameworks has led to a general theory of aca
Economics · Government (linguistics · Higher education · Legislature · Management · Political science · Politics · Power (physics · Public relations · Theory of change · Value (mathematics · Higher Education Governance and Development · Higher Education Research Studies · Law · Public Administration · Service-Learning and Community Engagement
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,07 |
| Citation span | 1985 - 1988 (4) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |