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Change Leadership and Sustainability

Bass, B. M. (1985). Leadership and performance beyond expectations. New York, NY: Free   Press.

Bridges, W. & Bridges, S. (2003). Managing transitions: making the most of change.   Cambridge, MA: Da Capo Press.

Fullan, M. (2011). Change leader. San Francisco, CA: Jossey-Bass.

Fullan, M. (2008). The six secrets of change. San Francisco, CA: Jossey-Bass

Kotter, J.P. (1995). Leading change: Why transformation efforts fail. Harvard Business Review, March-April., 59-67.

Senge, P, Smith, B., Kruschwitz, N., Laur, J. & Schley, S. (2010). The necessary revolution: How individuals and organizations are working together to create a sustainable world. New York, NY: Crown Business.

Senge, P.M. (2008). The necessary revolution: Working together to create a sustainable world.   New York NY: Broadway Books.

Turner,R.J.,andMüller,R (2005). The project manager’s leadership style as a success factor on projects: A literature review. Project Management Journal 36 (1), 49-61.

Projects and Project-Based Learning

Blumenfeld, P.C., Soloway, E., Marx, W.C., Krajcik, J.S., Guzdial, M. & Palincsar, A. (1991).   Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning.  Educational Psychologist, 26 (3-4), 369-398.

Larmer, J. & Mergendoller, J.R. (2001). Seven essentials for Project-Based Learning. Giving Students Meaningful Work, 68 (1), 34-37.

Sohmen,V.S.(2007, October, 710). Reexamining the Triple Constraint as a composite measure of project success. Paper presented at The Australian Institute of Project Management (AIPM) Conference, Hobart, Tasmania.

Thomas, J.W. (2000).  A review of research on project-based learning. Retrieved from

http://www.bie.org/research/study/review_of_project_based_learning_2000

Diffusion of Innovation in Higher Education

Adams, J. L. (2001). Conceptual Blockbusting: A Guide to Better Ideas, 4th ed. NY: Perseus Publishing.

Guy, R. (2009). The Evolution of Mobile Teaching and Learning. Santa Rosa, CA: Informing Science Press.

Hall, M., & Elliott, K.M. (2003). Diffusion of technology into the teaching process: Strategies to encourage faculty members to embrace the laptop environment.Journal of Education for   Business, 78(6), 301-307.

Poole, M. S., & Van de Ven, A.H. (eds.). (2004). Handbook of organizational change and   innovation. Oxford: Oxford University Press.

Rogers, E. M. (2003). Diffusion of innovations. 5th ed. New York: Free Press.

Senge, P.M., Cambron-McCabe, N., Lucas, T., Smith, B., & Dutton, J. (2012). Schools that learn   (updated and revised): A Fifth Discipline fieldbook for educators, parents, and everyone   who cares about education. New York, NY: Crown Business.

Miller, J.W., Martineau, L.P., & Clark, R.C.(2000). Technology infusion and higher education:   Changing teaching and learning. Innovative Higher Education, 24(3), 227-236.

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The focus of this research is to develop a strategic change leadership model to accelerate and sustain diffusion of innovative technology in an Engineering Technology (ET) program through project-based learning (PBL).

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                                                                                       1. INTRODUCTION

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                                                                                       1. INTRODUCTION

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The focus of this research is to develop a strategic change leadership model to accelerate and sustain diffusion of innovative technology in an Engineering Technology (ET) program through project-based learning (PBL).

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                                                                              2.  PROBLEM STATEMENT

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                                                                              2.  PROBLEM STATEMENT

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To accelerate the diffusion of innovative technology in the Engineering Technology (ET) program, project-based learning (PBL) based on student initiative, innovation, and investigation toward resolution of real-life problems needs to be deployed in a sustained manner through an effective change leadership model.

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                                                                        3. CONTEXT AND  SIGNIFICANCE

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                                                                        3. CONTEXT AND  SIGNIFICANCE

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Innovative technology is being introduced widely in higher education, but resistance to change can retard progress in delivery of learning outcomes.This research is significant because in a competitive, resource-constrained, and technology-infused higher education environment—specifically in the innovation-driven engineering technology (ET) program, accelerated and sustained progress is necessary to ensure successful long-term learning outcomes.

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                                                                                     4. ORGANIZATION

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                                                                                     4. ORGANIZATION

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The literature review will be organized according to the importance of technology diffusion in 21st century higher education, the specific need for diffusion of innovative technology in the Engineering Technology ET) program at Drexel University, and the development of a strategic change leadership model to both accelerate and sustain this diffusion by deploying the project-based learning (PBL) methodology.

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                                                                           5.  RESEARCH QUESTIONS

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                                                                           5.  RESEARCH QUESTIONS

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(1) Why is diffusion of innovative technology critical for 21st century higher education?

(2) How can Project Based Learning (PBL) be deployed to accelerate diffusion of innovative technology in the Engineering Technology (ET) program at Drexel University?

(3) What are the most effective strategies for successful change leadership to sustain this diffusion of technology in the Engineering Technology (ET) program?

(4) What is an appropriate strategic change leadership model to accelerate and sustain diffusion of technology in the Engineering Technology (ET) program through project-based learning?

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                                                                            6. RESEARCH STREAMS

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                                                                            6. RESEARCH STREAMS

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1. Diffusion of technology in higher education

2. Innovative technology in the ET program

3. Project-based learning (PBL)

4. Change leadership for accelerated and sustainable outcomes

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                                                                        7.  MODEL COMPONENTS

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                                                                        7.  MODEL COMPONENTS

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The eight-step change model of Kotter (1995) will be a key component of this model to systematically overcome resistance to change. The Theory U concepts by Scharmer (2009) to lead from an emerging future, and the six-point framework of effective change leadership by Fullan (2011) will also be incorporated into this composite change leadership model. Thereby, a theory-based strategic change leadership model mediated by the pragmatic project-based learning (PBL) tool will be developed for the Engineering Technology (ET) program at Drexel University.  This composite model will serve to assess the effectiveness of project-based learning (PBL) in the acceleration and sustainability of innovative technology diffusion in the Engineering Technology (ET) program. It will also investigate change leadership strategies that will enable sustainability of the acceleration of technology diffusion in ET through PBL.