thecurricularandorganizationalchangeprocess.docVIP

The Curricular and Organizational Change Process The Importance of the Change Process An underlying assumption of the CSWE Gero-Ed Center approach is that curriculum infusion cannot be attained and sustained without a carefully planned and strategic change process. In this instance, change is defined as garnering commitment from key stakeholders—faculty, academic administrators, students, and community partners—to embed gerontological competencies and content into their course syllabi and field placements well as within the organizational culture or implicit curriculum. The planned change process of curriculum infusion and organizational change is similar across programs—small and large, BSW and MSW, rural and urban. The goal is to create changes that will be institionalized and sustained, even with turnover in faculty and academic administrators. Admittedly, the process of change takes time. When well planned and executed, however, it may save time and resources in the long run. Principles of the Planned Change Process Change requires impassioned and strategic leaders – although not necessarily those holding formal leadership positions. Change occurs at many levels: institutional, structural, cultural, and individual. Change takes time (e.g., think of “water dripping on a rock,” day after day). Change in the academic world is often slower because: The academic culture is highly individualized. Autonomy and academic freedom are valued. Bureaucracies can make the process slow and complex. Breaking the planned change process into phases makes it more manageable. The change process repeats itself over time. A strategic planned change process is worth the effort! Phases of the Planned Change Process The five phases of planned curricular change guide your program’s curricular and organizational change strategies. However, this change process is not linear; instead, it is multi-layered, with organizations often moving back and forth across phases.