Marie, Jenny (2020) Reframing educational enhancement at University College London. In: Potter, Jackie and Devecchi, Cristina, (eds.) Delivering Educational Change in Higher Education: A Transformative Approach for Leaders and Practitioners. SEDA Series . Routledge, United Kingdom, pp. 151-162. ISBN 978-0367147846 (doi:https://doi.org/10.4324/9780429053405-14)

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Abstract

This chapter explores different perspectives and dimensions of implementing educational change through the application of Bolman and Deal's (1997) four frames theory to such change at University College London (UCL). Bolman and Deal (1997) identify four ways of viewing organisations: the symbols that indicate what the organisation values; the coalitions of stakeholders that fight for resources; the way the organisation is structured; and the skills, rewards, and motivations of staff. These different lenses are applied to educational change at a research-intensive university in order to explore the different successes and challenges the institution experienced in the five years after the appointment of a new Provost, who promised to make the institution as renowned for its teaching as its research. The chapter ends with lessons for other institutions undertaking such change processes: the importance of change across all frames; the ease of beginning with symbolic and political frames; consideration of the positive and negative interaction of different frames; the importance of symbols and the necessity of being alert to unintentional symbols; and the importance of full stakeholder engagement.

Item Type:	Book Section
Additional Information:	Ch, 14.
Uncontrolled Keywords:	four frames theory, educational enhancement, Connected Curriculum
Subjects:	L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Educational Development Unit
Last Modified:	03 Feb 2021 04:00
URI:	http://gala.gre.ac.uk/id/eprint/30578

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