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Do we plan the journey or read the compass? An argument for preparing educational technologists to lead organisational change
Author(s) -
Kowch Eugene G.
Publication year - 2005
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2005.00577.x
Subject(s) - argument (complex analysis) , citation , library science , plan (archaeology) , sociology , computer science , history , medicine , archaeology
A sample leadership process: strategic versus operational planning ‘Strategic planning is the activity through which one confronts the major decisions facing the education organisation’ (Kaufman & Watkins, 2003). Change-capable education institutions are influenced by global, national and regional issues; so, managing change ‘well’ depends on more than ‘project’ planning (Dickson, Gewirtz, Halpin, Power & Whitty, 2003). Outsourcing and ‘virtual schools’ require careful collections of leadership, design, development, delivery and institutional technology skills, pushing educational technologists beyond conventional practice (MacAruthur, Parker & Giersch, 2003). In 2002, 63% of American universities had (information) technology plans but only 37% of them had a distance education plan (Green, 2002). Consider your most recent leadership role in an educational technology venture—one that changed (or could have changed) your institution. Referencing Figure 1, ask yourself if your plans are strategic, tactical or operational. Sustainable organisational change means we must plan by using all stages and time horizons, and this requires an intimate knowledge of the organisation (Bennis et al , 2003; Norris & Poulton, 1991).