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Title CHANGE MANAGEMENT AT HIGHER EDUCATION LEVEL: A COMPARATIVE STUDY OF PUBLIC AND PRIVATE SECTOR

Author(s) Sehrish Kashan

Abstract current study was designed to conduct a comparative analysis of educational change management in public and private sector higher education institutions. Major objectives of the study were: to investigate level of change management in HEIs, to compare phases of Fullan’s Educational Change Model among Public and Private HEIs, to explore the views of heads regarding change management in Public and Private HEIs. The population of the study consisted of 52 Deans, 315 Heads of departments and 2685 Faculty members of social sciences. The selection criteria of universities involve universities with technological changes and restructuring. Proportionate stratified random sampling was used to obtain sample from two strata (public and private). For obtaining quantitative sample, 20% of total faculty members were selected. The sample of the study was 536 faculty members which led to 315 public sector and 221 private sector faculty members. To meet the saturation point of the study, from each stratum 12 deans (6 public and 6 private) and 24 heads (14 public and 10 private) were selected as qualitative sample. Convergent parallel design of mixed methods was utilized for the study. The participants of the study were Deans, Heads and Faculty members of social sciences working in public and private sector HEIs of Punjab province. Harvey’s (2001) standardized Checklist was used to obtain ratings from Deans. A self-developed questionnaire based on Fullan’s (2016) educational change model was used to obtain level of agreement of faculty members. A semi-structured interview was used to obtain responses of Heads of departments. The pilot study was conducted from one Public and one Private university. The questionnaire was validated through face, content and construct validity processes. The interview was validated through face and content validity. Valid and reliable Harvey’s (2001) Checklist for Change was adopted. However, test-retest and Cronbach’s Alpha were applied to assess the reliability of the Checklist and questionnaire. Mean and S.D as descriptive statistics, independent t-test, and thematic analysis were used to assess the data. Findings revealed that higher education institutions are adequately coping with educational change and institutions place their focus on all three phases but mainly on first two phases of Fullan’s model. Change management in higher education has addressed several reforms including new study programs, infrastructure, administrative processes, instructional processes, curriculum reforms, technological changes, organizational structure and learning environment etc. The study found that there existed a significant difference in teachers’ perceptions of change management between private and public sector institutions. Private sector institutions possess higher capability for change management than public sector. The study recommended that university management may provide training on strategic planning and educational reforms. Universities may activate various change agents, such as change teams comprising students, management and organizational leadership to energize change dynamics. Creating an organizational structure with greater integration and differentiation may support the processes of educational reforms in Public sector HEIs. It is essential to enable horizontal coordination not only in departments but within faculties of Public sector HEIs. It is essential to enable linkage between bottom-up processes and institutional leadership while performing educational reforms. During the implementation process involving teachers in collaborative processes with the decision makers could be more meaningful strategy to implement educational reforms

Type Thesis/Dissertation PhD

Faculty Social Sciences

Department Education

Language English

Publication Date 2023-03-07

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