Institutional Transformation: A Case Study of an Urban Midwestern University

This study is a case study of an institutional transformational change effort in an urban research university. The study's focus is on the impact of The Milwaukee Idea on faculty and students as the soul of the university. Literature on transformational change in higher education focuses on the processes for launching this type of change and the role of formal change leaders. Less is known about the impact of transformational change on faculty and students. Relevant literature on change and institutional culture informed this study, including Kotter (1996), Wilber (1998), Cutright (2001), Peterson and Spencer (2000), Kezar and Eckel(2000), and Astin (2001). National projects sponsored by ACE and the Kellogg Foundation are also reviewed. Sense-making emerges as a critical construct in understanding the culture and values of students and faculty.Findings reveal that the change agenda brought cultural values around civic engagement, interdisciplinary work, and collaboration to the forefront of the institutional agenda. Faculty has engaged in new and enhanced work as a result of The Milwaukee Idea initiatives, while traditional university structures, including the faculty reward system, have been maintained. Students were recipients of the change agenda, but not active in its development. Community members have new expectations for their involvement in the university and the university's ability to contribute to the public good. There is an understanding in the community and at the university that their two fates are linked.The aggregate of faculty and student participants do not report a deep, pervasive impact on their culture and experiences. The Milwaukee Idea brought change to the university in new programs and centers, but it was not transformational. What The Milwaukee Idea did do is bring forward values within the culture and establish the university as a more visible presence and force in the local community.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Studies

Year dc:date.available

2006

Author dc:creator

• Grassadonia, Jane M.

Contributors dc:contributor

• Dr. Michael D. Davis

• sense-making
• community involvement
• public good
• society
• accountability
• culture change
• higher education
• Education

Statement dc:rights

• © The Author

Identifier

https://scholarscompass.vcu.edu/etd/1219

OAI identifier oai:identifier

oai:scholarscompass.vcu.edu:etd-2218