{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1332"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1332","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Strategies Used by The Georgia University Registrar When Implementing Technology Change","abstract":"The purpose of this study was to investigate strategies used by University System of Georgia registrars for implementing technological change and how those strategies align with Kotter's (1996) eight-stage model of change and registrars' readiness for change. The purposive sample was comprised of the respondents from the thirty-five University of Georgia System institutions. Eleven registrars revealed experiences, perceptions, concerns and ideas that were similar to the steps outlined by Kotter's eight-stage model. The study was a mixed methods approach that involved collecting and analyzing both quantitative and qualitative research data. Three major themes emerged regarding the strategies needed to implement planned change: engaging partnerships; planning, directing and encouraging; and, reengineering of processes. Two minor themes captured the experiences and readiness of registrars: readiness of registrars limited by institution timelines and growth; and, the registrar's enhanced preparation for growth due to technology demands. In terms of being effective, among other issues, registrars must be able to overcome barriers for change. This study provided information and an inventory of strategies that could be beneficial to registrars and practitioners in positions of leadership. Implications for future research, practices and strategies are also discussed.","abstract_html":"The purpose of this study was to investigate strategies used by University System of Georgia registrars for implementing technological change and how those strategies align with Kotter's (1996) eight-stage model of change and registrars' readiness for change. The purposive sample was comprised of the respondents from the thirty-five University of Georgia System institutions. Eleven registrars revealed experiences, perceptions, concerns and ideas that were similar to the steps outlined by Kotter's eight-stage model. The study was a mixed methods approach that involved collecting and analyzing both quantitative and qualitative research data. Three major themes emerged regarding the strategies needed to implement planned change: engaging partnerships; planning, directing and encouraging; and, reengineering of processes. Two minor themes captured the experiences and readiness of registrars: readiness of registrars limited by institution timelines and growth; and, the registrar's enhanced preparation for growth due to technology demands. In terms of being effective, among other issues, registrars must be able to overcome barriers for change. This study provided information and an inventory of strategies that could be beneficial to registrars and practitioners in positions of leadership. Implications for future research, practices and strategies are also discussed.","abstract_has_math":false,"creators":["Burden, Velma Stokes"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Barbara J. Mallory","Linda M. Arthur"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-05-01T07:00:00Z","date_published":"2010-05-01T07:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","Registrar","Implementing change","Technology","Registrar strategies","Qualitative research","Phenomenology","Descriptive study","College admission officers"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/332","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Barbara J. Mallory","Linda M. 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The purposive sample was comprised of the respondents from the thirty-five University of Georgia System institutions. Eleven registrars revealed experiences, perceptions, concerns and ideas that were similar to the steps outlined by Kotter's eight-stage model. The study was a mixed methods approach that involved collecting and analyzing both quantitative and qualitative research data. Three major themes emerged regarding the strategies needed to implement planned change: engaging partnerships; planning, directing and encouraging; and, reengineering of processes. Two minor themes captured the experiences and readiness of registrars: readiness of registrars limited by institution timelines and growth; and, the registrar's enhanced preparation for growth due to technology demands. In terms of being effective, among other issues, registrars must be able to overcome barriers for change. This study provided information and an inventory of strategies that could be beneficial to registrars and practitioners in positions of leadership. Implications for future research, practices and strategies are also discussed."]},{"key":"dc:title","label":"Title","values":["Strategies Used by The Georgia University Registrar When Implementing Technology Change"]}]}],"canonical_facts":{"dc:contributor":["Barbara J. Mallory","Linda M. Arthur"],"dc:creator":["Burden, Velma Stokes"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to investigate strategies used by University System of Georgia registrars for implementing technological change and how those strategies align with Kotter's (1996) eight-stage model of change and registrars' readiness for change. The purposive sample was comprised of the respondents from the thirty-five University of Georgia System institutions. Eleven registrars revealed experiences, perceptions, concerns and ideas that were similar to the steps outlined by Kotter's eight-stage model. The study was a mixed methods approach that involved collecting and analyzing both quantitative and qualitative research data. Three major themes emerged regarding the strategies needed to implement planned change: engaging partnerships; planning, directing and encouraging; and, reengineering of processes. Two minor themes captured the experiences and readiness of registrars: readiness of registrars limited by institution timelines and growth; and, the registrar's enhanced preparation for growth due to technology demands. In terms of being effective, among other issues, registrars must be able to overcome barriers for change. This study provided information and an inventory of strategies that could be beneficial to registrars and practitioners in positions of leadership. Implications for future research, practices and strategies are also discussed."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/332"],"dc:subject":["ETD","Registrar","Implementing change","Technology","Registrar strategies","Qualitative research","Phenomenology","Descriptive study","College admission officers"],"dc:title":["Strategies Used by The Georgia University Registrar When Implementing Technology Change"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}