1. Change Management in the Introduction of Sakai at Charles Sturt University Dr Philip Uys Charles Sturt University, Australia Manager, Educational Design and Educational Technology, Centre for Enhancing Learning and Teaching puys@csu.edu.au 5 th November 2007 Available for consulting on institutional and educational change – see http://www.globe-online.com/philip.uys

2. Introduction Sakai = CSU Interact Engagement & interactivity

3. Introduction CSU is a complex organisation when considering change management: DE (70%) and Internal 5 campuses and additional sites Partner organisations International campuses in Canada, Malaysia, China etc Full-time and casual academic staff Movers and shaker academics and more traditional Strong print history

4. Introduction Sakai = CSU Interact Fullan: first order and second order changes Ramsden: academics and change Daft: bottom up in isolation fails Drucker: leadership Engagement & interactivity!

5. Yet typically governance is top-down and change management instruments lack an educational base and do not reward collaboration Trust needs to be built Gunn: using top down and bottom-up change approaches in tandem

6. Top down Bottom-up Middle out Inside out

7. Case studies: Massey University, Wellington, New Zealand (95 – 99) governance… Principal: resources not related to a specific strategic goal action research project: plan, observe, act and reflect not transformative through creating learning communities diagnostic action research  limited effect

8. Case studies: Cape Technikon, South Africa (2000) governance… resources strategic plan task group development team faculty level work groups community of practice

9. Case studies: University of Botswana (2001 – 2004) mission and vision VC and DVC support inside-out strategies UBeL Club UBeL Certificate, UBeL List, and eTeams UBeL such as UBel Committee development teams central leadership from a learning and teaching group

10. Three additional key bottom-up strategies emerged over the last 12 years: 1. building learning communities 2. applied research 3. sharing of best practice

11. The key is to constantly consider the people dimension Regardless of plans, strategies and technology, it is worth remembering that it is people who do the work Colin Powell

12. Charles Sturt University, Australia Process started in January 2007; December 700+ academics; January 35 000 students 1. Various communities of practice/learning

13. Charles Sturt University, Australia 2. Institute for Innovation in Flexible Learning and Teaching -applied research framework and a “Teaching Scholar” scheme 1. Various communities of practice

14. Charles Sturt University, Australia 2. Institute for Innovation in Flexible Learning and Teaching - action research framework 1. Various communities of practice 3. Showcase of good practice: Learning Designs Showcase & Stories

17. Charles Sturt University, Australia 2. Institute for Innovation in Flexible Learning and Teaching - action research framework 4. Bromage: 1. Various communities of practice i.Mutual education ii.Collegiate approach iii.High quality evidence iv.Spirit of open debate 3. Showcase of good practice: Learning Designs Showcase & Stories

18. Top down – CSU plan; SC; PT; HOS Bottom-up - pilots; PD; comms; Students; EDs 5. LASO

19. Charles Sturt University, Australia 6. Kotter and Cohen promote the use of eight steps and focus on the affective domain (similar to Wilber, 2001) 1.Create a sense of urgency 2.Build the guiding team 3.Get vision right 4.Communicate for buy-in 5.Empower and remove barriers 6.Achieve short-term wins 7.Don’t let up 8.Embed change within the organisation culture

20. 1.Caring for people – continually think about where groups and individuals are at 2.Create and maintain a sense of urgency – 10 th and 17 th December; university wide implementation 3.Collaboratively guide the change process - OLE SC; In Divisions; In schools 4.Create alignment - “By 2011: Leader in flexible provision of quality learning and teaching”; extensive communication plan; school-based plans; divisional plans eg within CELT; CD 5.Empower and remove barriers – extensive PD and Support plan; procedural changes; policy issues 6.Achieve short-term wins – pilots and in 2008 7.Consolidate performance improvements – two PD phases; 2008; – takes time! The Seven Dimensional “Diamond” Framework for Change

21. Tsoukas and Chia (2002) - “to properly understand organizational change one must allow for emergence and surprise” more than one dimension need to be addressed at the same time change leaders must expect the unexpected Pascale et al (2000) - changing organisations are operating on the edge of chaos LASO model: technological transformation has a ragged implementation contour It is no recipe!

22. In summary: the BIG FIVE! For change to be sustainable, it needs to be collaborative Change management is about people No trust, no change Use a multi-pronged approach It is an art to manage change

23. The biggest temptation is to settle for too little Thomas Merton

24. Thank You Dr Philip Uys Manager, Educational Design and Educational Technology, Centre for Enhancing Learning and Teaching http://www.csu.edu.au/division/celt/exec_staff/philip.uys Available for consulting on institutional and educational change – see http://www.globe-online.com/philip.uys