Change in higher education is inevitable yet profoundly challenging. As a higher education administrator with over two decades of experience, I’ve witnessed firsthand the resistance that institutions often display toward significant transformations. Despite the urgency for change, rooted in shifting student demographics, technological advancements, and financial pressures, higher education institutions frequently find themselves anchored in traditions and structures that resist adaptation. Many campuses are not just unwilling but structurally unable to change due to being “over-built” for stability rather than adaptability, lacking the flexibility necessary to pivot effectively in response to new challenges (Alex, 2024). This article explores practical strategies for facilitating change within higher education, incorporating insights from various sources, including the recent six-part EdUp podcast mini-series on the Currency of Change, concepts from Whatever it is, I’m Against It by Brian Rosenberg, Provost by Larry Nielson, and additional insights from Matt Alex at Beyond Academics.
Understanding the Resistance to Change
One of the most significant barriers to change in higher education is the deeply entrenched nature of its institutions. As Robert J. Sternberg (2012) notes, universities often struggle with change due to their rigid structures, historical traditions, and the fear of disrupting established norms. Sternberg identifies five critical elements necessary for meaningful organizational change: the ability to change, belief in the ability to change, desire to change, desire to appear to change, and the courage to translate ideas into action. Without these elements, institutions remain static, making it difficult to implement any substantial changes (Sternberg, 2012).
Additionally, resistance to change is often compounded by emotional responses from stakeholders who fear losing their roles, status, or influence. As highlighted by Ellucian (2024), resistance is not solely about logistical or policy concerns; it is deeply rooted in the emotional and psychological reactions of those involved. Understanding these emotional barriers is crucial, as they can often be the most significant obstacle to change efforts. Furthermore, Kathy Johnson Bowles (2024) emphasizes that resistance is often tied to a reluctance to question long-standing practices that no longer serve the institution effectively. Institutions may cling to outdated traditions or norms, creating further barriers to meaningful change.
Brian Rosenberg, in his book Whatever it is, I’m Against It (2023), echoes this sentiment, arguing that higher education institutions are often their own worst enemies when it comes to change. He suggests that the resistance is not merely structural but also cultural, deeply rooted in the fear of the unknown and the comfort of the familiar. Rosenberg emphasizes that for real change to occur, institutions must first confront these cultural barriers and be willing to embrace uncertainty (Rosenberg, 2023).
The Role of Leadership in Driving Change
Effective leadership is crucial in navigating these challenges. As discussed in the Ellucian report on institutional change leadership, change leadership involves more than just managing the status quo; it requires a proactive, growth-oriented mindset that empowers individuals and institutions to tackle changes and create opportunities from them (Ellucian, 2024). Leaders must adopt a mindset that anticipates change, recognizing that while it may be disruptive, it also offers opportunities for growth and innovation.
A key component of this is fostering a culture of “adaptive leadership,” as highlighted in the EdUp podcast mini-series, The Currency of Change. Adaptive leadership goes beyond traditional management by cultivating an environment where adaptation is a continual process. Leaders should encourage experimentation, learn from failures, and remain open to feedback, creating a dynamic and responsive organizational culture (Bennis & Brownlee-Turgeon, 2024). This approach positions leaders not just as managers of change but as catalysts for ongoing transformation.
Effective change in higher education hinges on both “strategic patience” and “deliberate urgency.” Leaders must be patient, understanding that cultural shifts take time, but they must also create a sense of urgency to maintain momentum. This balance involves managing day-to-day operations while simultaneously advancing long-term strategic goals that may demand significant cultural shifts (Nielson, 2021).
Adopting a start-up mentality can also drive transformational change within institutions. This mindset involves piloting and testing new ideas, taking calculated risks, and embracing creative disruption. Such an approach requires moving away from traditional methods and toward more innovative practices, such as integrating AI into learning management systems to tailor education more effectively to student needs (Rosenberg, 2024).
Change Across Different Divisions on Campus
Change is not monolithic; it looks different across various divisions on a college campus. Each division—enrollment, academics, student life, and operations and administration—faces unique challenges and opportunities when it comes to implementing change. Understanding these differences is crucial for successful institutional transformation and facilitating change across divisions.
Enrollment: The enrollment division is often at the frontline of change, especially in response to external pressures like demographic shifts and economic downturns. Episode 4 of the EdUp mini-series, The Currency of Change, highlights the importance of collaboration between marketing and enrollment departments. Effective communication and trust between these teams are crucial for navigating enrollment challenges. For instance, data-driven strategies can help remove bias and foster logical decision-making, leading to more effective recruitment and retention efforts. This collaborative approach helps address common dysfunctions that often arise from misunderstandings and differing priorities between enrollment and marketing (Bennis & Brownlee-Turgeon, 2024, Episode 4).
Academics: In the academic division, change often centers around curriculum development, pedagogical innovation, and faculty engagement. Episode 5 of the series discusses the critical role of collaboration between enrollment and academic departments in fostering innovation. Faculty members need clear systems and guidance to engage effectively in the recruitment process and to align academic offerings with student and market needs. Additionally, translating formal academic language into terms that resonate with prospective students and their families is essential for effective communication. This ensures that academic goals align with institutional priorities and that faculty are actively engaged in broader strategic initiatives (Bennis & Brownlee-Turgeon, 2024, Episode 5).
Student Life: For the student life division, change may involve enhancing student engagement, improving campus services, or fostering a more inclusive campus culture. Episode 3 of the series emphasizes the need for a student-centered approach, where institutions genuinely focus on learning and education rather than just offering resources and activities. This requires understanding the student journey, from enrollment through to alumni status, and continuously improving the student experience. Collaboration across departments, such as between student life and academics, is essential to ensure that co-curricular activities support learning outcomes and contribute to overall student success (Bennis & Brownlee-Turgeon, 2024, Episode 3).
Operations and Administration: Operational challenges, including personnel, administrative, and financial issues, can often prevent higher education institutions from focusing on higher-level strategic planning. Episode 2 suggests that addressing these operational challenges requires flexibility, innovative thinking, and a willingness to reassess traditional methods and structures. For example, administrative divisions may need to adopt new technologies or streamline processes to become more agile. Building a culture of collaboration and flexibility across administrative functions is essential for overcoming these challenges and enabling strategic change (Bennis & Brownlee-Turgeon, 2024, Episode 2).
Understanding how change looks different within each division is essential to facilitate change across divisions. As Nielson (2021) points out, “academic time”—the rhythm and pace at which decisions and changes are made within academic departments—can differ significantly from time in finance or other administrative units. Failing to account for these differences can add yet another barrier to effective change management, creating friction between divisions and slowing down overall progress.
To facilitate change across divisions, leaders must recognize and accommodate these unique characteristics while promoting a collaborative culture. This means understanding the nuances and unique needs of each division while keeping an eye on the need for unity and collaboration. By recognizing these differences, institutions can foster an environment that supports cross-divisional collaboration, ultimately driving meaningful institutional change.
Practical Strategies for Facilitating Change
Pilot and Test New Ideas: As Rosenberg (2024) emphasizes, transformational change requires an environment that encourages experimentation. Institutions should create “ambidextrous organizations,” where new, exploratory units are separated from traditional, exploitative ones, almost as a “Research and Development” division. These divisions may include separate staff or, more likely, existing staff with dedicated reassigned time to focus on innovation and experimentation. This model is similar to how some schools, like Lindenwood University, allocate dedicated resources to facilitate mergers and partnerships—another area not commonly found in traditional higher education structures. Such separation allows for the development of innovative ideas without being stifled by established practices and offers a structured way to pilot new approaches while maintaining core operations (Rosenberg, 2024).
Build Psychological Safety: Change management is not just about strategy but also about creating an environment where individuals feel safe to express concerns and take risks. The EdUp podcast mini-series on the Currency of Change highlights the importance of psychological safety in managing change. Leaders must ensure that team members can voice their concerns without fear of retribution, fostering an environment conducive to innovation and collaboration (Bennis & Brownlee-Turgeon, 2024). Dr. Frank Rojas provides a practical example by suggesting leaders ask, “What are we not talking about that we need to be talking about?” at the end of meetings. This question, posed consistently over time, helps uncover hidden issues and build trust, demonstrating that leadership genuinely values transparency and open dialogue (Rojas, 2024). However, the effectiveness of this strategy depends on how supervisors and senior leadership respond to the answers to that question as a poor response can deteriorate psychological safety quickly.
Utilize Data-Driven Decision-Making: Data plays a crucial role in facilitating change. The EdUp podcast series also emphasizes the importance of data in decision-making processes. By establishing common data definitions and regularly reviewing data across departments, institutions can make informed decisions that align with their strategic goals (Bennis & Brownlee-Turgeon, 2024). Moreover, data can help identify areas where change is most needed and monitor the effectiveness of implemented changes. For a deeper dive into data-driven decision-making and data-informed leadership please see my recent article: Data-Informed Leadership in Higher Education: Challenges, Solutions, and Key Data Sources.
Foster Collaboration Across Departments and Divisions: Effective collaboration between different departments or divisions is essential for successful change in higher education. This involves breaking down silos and fostering open communication between academic and enrollment teams, as well as between faculty and administration. The EdUp podcast series emphasizes that initiating conversations across functional areas can help address institutional dysfunction and cultivate a culture of collaboration and innovation (Bennis & Brownlee-Turgeon, 2024).
As discussed in the previous section on change across different divisions, each division—such as enrollment, academics, student life, and operations—faces unique challenges and opportunities when it comes to implementing change. Understanding the nuances of how change works differently within each division is critical for facilitating effective cross-departmental collaboration. For example, change efforts in academics might center around curriculum innovation and faculty engagement which require a uniquely different and often lengthy time frame, while in enrollment, a focus on strategic recruitment adjustments based on data analysis may allow for rapid implementation of changes. Recognizing these distinct needs and contexts enables more targeted and respectful collaboration, ensuring that strategies are aligned with the specific priorities and operational rhythms of each division. By acknowledging and integrating these differences, institutions can build a more cohesive and unified approach to institutional change.
Empower Change Agents: Change often begins with a few motivated and respected individuals who are willing to challenge the status quo. As discussed in the Beyond Academics BHive webinar series, empowering these changemakers and providing them with the resources and support they need can lead to significant institutional transformation (Sattel, 2024). Greg Satell emphasizes that institutions must create environments where individuals feel safe to act as change agents, providing them with opportunities to take risks and innovate. Satell points out that effective change requires not just a few high-profile leaders but a broad coalition of influencers across various levels of the institution. He argues that these change agents must be empowered with “air cover” from senior leadership, meaning support and protection to act without fear of negative repercussions. Institutions should actively identify and nurture these individuals, ensuring they have the resources, autonomy, and institutional backing necessary to lead change initiatives effectively (Sattel, 2024). Nielson (2021) similarly argues that change agents within the institution, including faculty and mid-level administrators, are crucial in driving bottom-up change that can complement top-down initiatives.
Address Cultural Resistance: Cultural resistance is often one of the most challenging barriers to change. Bowles (2024) argues that institutions must critically examine their existing cultures, including rituals, norms, and values, to create a climate that values innovation over tradition. This may involve reevaluating long-standing practices, such as tenure and shared governance, to ensure they support rather than hinder progress. Rosenberg (2023) adds that changing institutional culture requires patience and persistence, as well as a willingness to confront uncomfortable truths about the institution’s current practices and values.
Adopt Term Limits for Leadership Roles: Matt Alex (2024) suggests that one way to combat stagnation in higher education is to implement “term limits” on key leadership roles. This approach encourages continuous infusions of new perspectives and ideas, preventing individuals from becoming too entrenched in their positions or resistant to necessary changes. By setting clear expectations and term limits, institutions can foster a culture of continuous improvement and adaptability (Alex, 2024).
Communicate the Vision Clearly: Finally, effective communication is essential in any change management strategy. Leaders must clearly articulate the vision for change and ensure that all stakeholders understand their role in achieving it. This involves not only top-down communication but also engaging with faculty, staff, and students to gather input and build consensus around the change initiative (Ellucian, 2024). Nielson (2021) stresses that communication must be ongoing and transparent, with leaders consistently reinforcing the importance of the change and how it aligns with the institution’s broader goals.
The Path Forward
Facilitating change in higher education is a complex and challenging process, but it is not impossible. As we enter a period marked by significant disruptions—including the likely closure of many smaller, private institutions—the ability to make meaningful pivots within narrow timeframes will become essential for survival. However, the odds are stacked against many institutions successfully navigating this gauntlet due to the significant cultural and structural resistance to change that pervades higher education. These entrenched barriers often delay necessary decisions, making it even more challenging for schools to adapt quickly to new realities.
The viability of institutions in the coming years will depend heavily on their capacity to initiate change swiftly and effectively. The degree and extent of change required will vary, but the critical factor will be the timing of the decision to act and the urgency imposed by financial constraints. Institutions that recognize the severity of their situation and make bold, decisive moves will have a better chance of surviving. Even then, the implementation of change must be efficient, well-managed, and aligned with strategic goals.
Those institutions that can overcome cultural inertia, engage in bold decision-making, and foster a culture open to rapid adaptation will be the ones most likely to emerge stronger on the other side of this storm. This will require a proactive mindset, data-driven decision-making, collaboration across divisions, and empowering change agents to lead transformative efforts. Innovative solutions, such as implementing term limits for leadership roles to infuse new perspectives, may also play a crucial role in fostering a more adaptable environment.
While change is undoubtedly difficult, and the structural and cultural barriers are substantial, the schools that act decisively, manage change efficiently, and remain adaptable will be best positioned to survive and thrive in the evolving higher education landscape. The path forward may be fraught with challenges, but for those institutions that can navigate it, there is the promise of a more resilient and dynamic future.
References
Alex, M. (2024). 5 Reasons Campuses are Unwilling to Change. BeyondAcademics. https://beyondacademics.com/5-reasons-campuses-are-unwilling-to-change/
Bennis, A., & Brownlee-Turgeon, J. (2024). The Currency of Change [Six-part mini-series]. The EdUp Experience. www.edupexperience.com
Bowles, K. J. (2024). Why can’t higher education change? Inside Higher Ed.
Ellucian. (2024). Importance of Institutional Change Leadership in Higher Education. Ellucian Blog.
Nielson, L. (2021). Provost: Experiences, reflections, and advice from a former provost. Johns Hopkins University Press.
Rojas, F. (2024). The Efficiency of Change: Overcoming Challenges and Implementing Effective Change Management [Podcast episode]. In A. Bennis & J. Brownlee-Turgeon (Hosts), The Currency of Change (Episode 3). The EdUp Experience. www.edupexperience.com
Rosenberg, B. (2023). Whatever it is, I’m against it: Reflections on the future of higher education. Harvard University Press.
Rosenberg, B. (2024). Change in higher education is hard, but not impossible. THE Campus Learn, Share, Connect.
Sattel, G. (2024, August 28). SME Suite: Why higher ed struggles to change [Webinar]. In BHive, sponsored by Beyond Academics. YouTube. https://www.youtube.com/watch?v=2MazOYWRFlo
Sternberg, R. J. (2012, April 3). Failure to change, Inside Higher Ed. https://www.insidehighered.com/views/2012/04/03/essay-why-some-colleges-cant-change