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Although recent decades have seen increasing calls for fundamental change in the teaching of Science, Engineering, and Mathematics (SEM), efforts to more broadly propagate proven innovations have met with only modest success despite (i) numerous national reports calling for changes, (ii) considerable funding that has been invested in SEM education improvements, and (iii) the growing body of literature on the superior efficacy of many curricular innovations. This chapter suggests that SEM innovators, while expert in their fields, may need to thoughtfully consider research and literature on change, both within higher education and including broader work on organizational change. From a review of the literature on change in higher education, two particular challenges are identified: goal ambiguity and narrow focus of change initiatives. To address these challenges, the authors offer a conceptual framework for decisions that SEM educational change agents make as they design and implement their change initiatives. Within this framework, they offer options and combinations of options that change agents might consider. Given the breadth and complexity of the literature and challenges of change, SEM educational change agents might consider forming collaborations to which they would contribute their disciplinary expertise in one of the three research communities. They might team with individuals who bring requisite expertise from other research communities or with respect to individual and organizational change. Such partnerships might develop approaches that would concurrently address multiple foci. Collaborations that included expertise in individual and organizational change would also be better prepared to navigate complexities of institutional change.

Change agents are individuals who can successfully transform aspects of how organisations operate. In education, teachers as change agents are increasingly seen as vital to the successful operation of schools and self-improving school systems. To date, however, there has been no systematic investigation of the nature and role of teacher change agents. To address this knowledge gap, we undertook a systematic review into five key areas regarding teachers as change agents. After reviewing 70 outputs we found that current literature predominantly positions teacher change agents as the deliverers of top-down change, with the possibility of bottom-up educational reform currently neglected.

The purpose of this paper is to discover the contextual factors affecting the development of digital library education (DLE) in Vietnam and to determine how those factors are enabling or hindering its development.

Based upon the literature and the theories of Fullan (2007), Nowlen (1988) and Rogers (2003), an initial model of contextual factors that were potentially affecting DLE development in Vietnam was developed. The model was then tested using a qualitative methodology involving interviews and focus groups with key stakeholders, along with the gathering of documentary evidence. The data were then analysed using the interactive model of Miles et al. (2014), and the initial model was then revised.

The initial model allowed for the depiction of potential factors, both internal and external, along with some relationships between the factors. Based on the data analysis, a revised model was developed composed of seven major contextual factors that were enabling and/or hindering DLE development in the Vietnamese context. These are grouped into three categories: external factors – government, IT infrastructure and social and cultural values; internal factors – stakeholders’ attitudes, DLE characteristics and the personal and organisational nexus; and change agents, which is both an internal and external factor. These factors had different levels of influence on DLE development and are inter-related.

No prior study has looked at contextual factors affecting DLE development in a developing country such as Vietnam.

Taking ownership is considered vital for sustaining change in organizations, particularly when second-order changes are the goal. Yet, few studies explored psychological ownership of change agents in educational organizations. Moreover, no knowledge exists on how agents' individual psychological ownership augments psychological ownership in schools and on how collective psychological ownership of change relates to school culture. The present study aims to address these two lacunae.

A case study method was adopted to investigate the psychological ownership of teams of change agents in schools. Six Israeli secondary state religious schools adopting a new liberal curricular program were studied. Thirty one interviews were conducted with principals, program coordinators, mid-level teacher leaders and teachers who were active change agents in the promotion of the program. The interviews were complemented by quantitative data on students' perceptions of school discipline and tolerance of diversity based on the national school culture survey.

The analyses revealed the prevalence of three types of psychological ownership in the sample of schools. The analyses also showed how key components of psychological ownership, i.e. responsibility and territoriality in relation to change manifest in the schools that were explored. Institution-level analysis shed light on the different effects psychological ownership of the change team had on sharing within the faculty. In addition, analyses showed how the scope of agreement between two key change agents, the program initiator and the principal, on psychological ownership affected various psychological ownership aspects of the team. Last, the analysis shows that two types of collective psychological ownership emerged in the course of a liberal school change, and that types were differently related to school outcomes.

The study offers an innovative typology of collective psychological ownership during second-order change in schools, mapping two ideal types: cooperative and fragmented collective psychological ownership. The new types provide a better understanding of the dynamic of collective psychological ownership and its outcomes in organizations in general and schools in particular.

This paper aims to analyze the main challenges faced by two business schools and a higher education institution when implementing education for sustainability (EfS). Also, it seeks to identify facilitating elements that contribute to minimizing or eliminating barriers faced by these institutions when implementing EfS.

A qualitative research approach is used of a descriptive nature and a multicase study is used as research strategy. Data were collected through interviews with the individuals responsible for EfS process in the institutions studied and were analyzed by the content analysis technique.

The data allowed identifying new challenges, such as those related to the governance of educational institutions, as well as divergent values of higher education institutions (HEIs) and of EfS.

The number of cases here analyzed does not allow generalization of the results.

The discussion of the empirical data with the literature has provided some insights regarding good practices and recommendations for educational institutions to minimize the challenges faced in EfS process.

The identification of facilitating elements to mitigate challenges faced by business schools and HEIs provide insights for other institutions who long for implementing EfS. Also, the lack of actions aimed at mitigating resource-related challenges shows the need to improve educational public policies to help embed EfS in HEIs and business schools.

Building on earlier research and discourse on women in educational leadership, we conducted a qualitative secondary analysis on conceptual and empirical research. A permeating theme throughout literature was women’s ability to negotiate gender and race in a historically marginalizing working environment. A key assertion made by authors is that by incorporating this dimension to their leadership can be helpful for those who search for life-sustaining contexts while simultaneously empowering themselves as agents of transformative change (Shields, 2010) who align everyday practice with core values. Implications and recommendation are offered that capture the impact of how women leadership behaviors interplay with race and gender.

The purpose of this chapter is to describe the practices being implemented within the doctorate for Educational Leadership for Social Justice (Ed.D.) program at Loyola Marymount University. Furthermore, the chapter shares data from a qualitative method of inquiry to assess the program's efficacy. The goal of the program is to produce leaders who can advocate for social justice in educational settings, implement theory into practice, and lead to facilitate transformation in the field of education. The foundational elements of the program include a cohort model, a rigorous curriculum, supportive structures, and the culminating dissertation. Data from program graduates and their supervisors suggest that students are transformed in the program to respect, educate, advocate, and lead educational settings.

The health workforce of the 21st century has enormous challenges; health professionals need to be both experts in their field and equipped with leadership and managerial skills. These skills are not part of the regular curriculum, so specific programs bridging this gap are required. Since 2001, FAIMER®, with eight centers across the globe, has worked to create health professions education leaders through transformational learning experiences, developing a global community of practice encompassing over 40 countries. We describe the design, implementation, evaluation, and evolution of the leadership and management curriculum component of the global Institute over 15 years. The curriculum is developed and updated through practices that keep faculty and fellows connected, aligned, and learning together. The article highlights the unique features, challenges faced, and sustainability issues. With a robust mixed methods evaluation, there are substantial reasons to believe that the model works, is adaptable and replicable to meet local needs. The program is playing an important role of answering the call for training positive, strengths-based, collaborative leaders who are socially accountable and embrace the challenges for high quality equitable health care around the globe

This article seeks to present two main issues: educational staff assessment of changes in their work resulting from the introduction of class and school management software; and educational staff assessment as to whether software use contributed to their work.

The research concentrated on the teachers (120) of three high schools located in different regions of Israel. The management software was introduced gradually about seven years before the beginning of the research. The research was qualitative and enabled consideration of social and educational phenomena, and various coping strategies, with the purpose of identifying weak spots and bettering education. Data analysis was conducted according to grounded theory, focusing on the creation of a premise on the basis of data collected from participants. This method includes three stages: open, axial and selective coding.

The data indicate that teachers recorded changes in their work as a result of software use. The research found that class management software is a necessary tool for schoolwork that can bring about increased achievements and discipline. But software use can be harmful as well. Teachers felt that in order to realize the potential of class management software, while minimizing its potential damage, interpersonal connections between the educational staff and their students should be maintained and strengthened, as well as developing relationships among teachers, administrators and school management.

The article enriches the existing literature in the field and contributes to the understanding of the integration between technological and educational systems, and the changes in educational work resulting from technological advance.

Describes how an institution in Canada attempted to broaden staff understanding of two telecommunications media, videoteleconferencing and telecourse delivery, by establishing provisional systems or opportunities to trial new ideas based on the temporary educational systems (TES) typology, suggested by Bergquist (1992), and the Concerns‐Based Adoption model (CBAM), following Hall and Hord (1987). Referencing the case examples, contemporary literature and in the light of the UK National (Dearing) Committee of Inquiry into Higher Education’s report (1997), deduces implications for implementing future projects and identifies factors to consider in the development of communications and information technology (C&IT) strategies for learning and teaching.