A Phenomenological Theory of Change in U.S. Higher Education: The Case of the Boyer 2030 Commission Report

Autor/in	Dandaneau, Steven P.
Titel	A Phenomenological Theory of Change in U.S. Higher Education: The Case of the Boyer 2030 Commission Report
Quelle	In: Change: The Magazine of Higher Learning, 55 (2023) 3, S.37-44 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2023.2195274
Schlagwörter	Educational Theories; Educational Change; Higher Education; Systems Approach; Organizational Change; Undergraduate Study; Research Universities; Change Strategies; Motivation; Power Structure; Resistance to Change; College Curriculum; Curriculum Development; Self Evaluation (Groups) + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Systemischer Ansatz; Organisationswandel; Grundstudium; Forschungseinrichtung; Lösungsstrategie; psychologische; Motivation (psychologisch); Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz)
Abstract	Based on working with the Boyer 2030 Commission and strategizing around its focus on the equity/excellence imperative, the author argues that the main impediments for change in U.S. research universities are phenomenological in nature; that is, having to do with the way systems of meaning are structured and experienced. The author argues that U.S. higher education could enact and benefit from change if only they could overcome self-imposed barriers to shared meaning-making and, in so doing, nurture opportunities for collaborative, coordinated, efficient, and effective institutional and cultural change. The key is not overcoming resource scarcity, decentralized authority, or other commonly espoused explanations, as important as they can be. This article thus proposes a "cultural theory" of change. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01