Theeb, Munir (2009) Development of a model for implementation of strategic change management in Libyan higher education. PhD thesis, Edinburgh Napier University.
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Available under License Creative Commons Attribution Non-commercial.
This research focuses on an analysis of the changes in the Libyan Higher Education Institutions (LHEIs) management system. This is an important subject since the Libyan General People’s Committee for Higher Education (LGPC) has begun to introduce changes for improving and enhancing the management of Libyan Universities (LUs) and the movement towards sustainable development. This study investigates and examines new management changes by considering different factors including university financing, quality and institutional performance and the relationship between fields of organisational change and implementation process. It may be interpreted within a strategic framework, socio-cultural model and institutional changes. Does this mean a move from idealism to a realistic perspective in relation to the problems and issues of universities in Libya? The study also considers the conditions and barriers involved in implementing the new changes.
LHEIs have to re-examine their existing structures and practices in order to meet the needs of the information age. This requires major changes and transformation. A main concern that hinders the management of change process is the lack of useful models and success cases to lead the way. The present research proposes to identify the most successful strategies adopted at Higher Education Institutions (HEIs) and universities in order to characterize the change processes adopted across the universities. In light of these strategies, another important objective of this research is to develop a model for implementing management change into HEIs and universities. The research is also expected to extend the researcher’s understanding about the extent of success of the organisational development and change policies in improving performance.
This study is designed to fill the gap in knowledge about models appropriate to the management of change in higher education. Each model sheds light on different aspects of organisational life and has a distinct set of hypotheses about why change occurs, how the process grows, when change occurs and how long it takes and the results of change. The models will then be adapted to the specific cultural, political and social aspects of LHEIs.
The research questions were answered using multiple data sets showing percentages which explained the benefits of comprehensive assessments of change and its mechanisms. The results will be used to explore how the combinations of quantitative interpretation techniques may be used to support LHEIs in enhancing their quality in an effective way while harmonizing with LUs, external standards and requirements of the information age.
Research has shown that higher education governance needs to find a clear mechanism for the process of evaluating the course of HEIs and everything related to the role of a university, identifying its strengths and weaknesses and identifying opportunities for development, both at the university level and in higher education management and policy-making to enhance the effectiveness of this vital sector in various areas.
Extrapolating from barriers of change approaches which have recently arisen, this study sheds light on the process of change; the main component of this are managers who have a range of awareness and understanding of change in shaping their trends and attitudes towards it. This has an important impact in organisation leadership to implementing change.
The implementation of a strategic change model is based on the assessment to keep up with the conversion used in the statistical analysis and deep understanding and mutual commitment to the process of change between the institution and staff.
The most important factors for success in building useful understanding of the change process lies in the preparation process and the knowledge and understanding of the customer in recognising the importance of avoiding ambiguity in the steps of change, predicting potential problems, showing different ways of working for the customer, and developing a cooperative relationship with stakeholders.
Extrapolation of findings suggests that lack of strategy or a clear action plan to develop and improve the quality of institutional performance leads to a higher education sector with the slow pace of interaction with the desired societal goals. There is also difficulty in keeping pace with the management of modern university systems and recent developments in the fields of science and technology. Therefore, the main objective of higher education management is to develop a flexible action plan to improve/implement and manage the change process using an effective strategy, to avoid any possible resistance to the process of change and to ensure the active and wide participation by the staff in general; a plan of action aims to:
Contribute to the realization of the vision and a message of higher education, deepen basic values, and implement strategy plans.
Develop a model for the change that includes the first steps of implementing change.
Stimulating all personnel of institutions of higher education to upgrade their performance, including a positive impact in the development of institutional performance.
|Item Type:||Thesis (PhD)|
|Uncontrolled Keywords:||Strategic change management; Higher education; Libya; Institutional evaluation methodology; Management style; Management survey;|
|University Divisions/Research Centres:||Faculty of Engineering, Computing and Creative Industries > School of Engineering and the Built Environment|
|Dewey Decimal Subjects:||300 Social sciences > 370 Education > 378 Higher education|
900 History & geography > 960 History of Africa > 961 North Africa > 961.2 Libya
600 Technology > 650 Management & public relations > 658 General management
|Library of Congress Subjects:||H Social Sciences > HD Industries. Land use. Labor > HD28 Management. Industrial Management|
L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LG Individual institutions (Asia. Africa)
|Depositing User:||Users 10 not found.|
|Date Deposited:||20 Nov 2009 15:11|
|Last Modified:||12 Jan 2011 04:54|
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