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Promising Practices: Success in Change Management

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Change Doesn’t Manage Itself Leaders need to answer two questions

Why

Mission alignment

Market opportunities

Competitive threats

Potential returns

How

People

Resources

Culture

Capacity for change

Creating the right organizational structures to help the core activities and the new thrive is critical.

The Only Constant Is Change Online learning has evolved greatly over the last 20 years

Every stage of maturity – nascent, growth, at scale – presents new challenges to be accommodated.

Change is good

• New environment • New motivations • New pedagogy • New assessments • New competition

Change is hard

• Defamiliarization • Faculty roles • Business models • Legal issues • Identity issues

Online Learning / Digital Strategy Shift in focus from growth to operational coherence

The task is to transition from disorganized and inefficient to organized and continuously improving.

• Coherence is a necessity, but not standardization

• Heterogeneity must be appropriately managed

• Organizational structure is key – Whether the activity is situated at the core – Or developed in a skunkworks

HBX: a new digital learning initiative from HBS

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• Expands the reach of Harvard Business School and our mission of educating leaders who make a difference in the world

• Provides faculty with a powerful platform for disseminating their ideas globally

• Complements and enhances our on-campus offerings • Modeled on our core principle of participant-centered learning that is

highly engaging and interactive • Built on a robust and forward-looking economic model

Course and Teaching Element Platform HBX Live Platform

Business Systems

HBX: Two platforms, different products

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Where are you at institutionally? Many of us are here:

Why are we doing this? What’s in it for key stakeholders? What does scale mean? Who owns the curriculum?

Northeastern University – rankings Lowell Institute - access

A recent EduventuresTM report comments on the increased sophistication and demand of online and traditional teaching by the next generation of students for what they call “High-tech, high-touch online teaching and learning.” Students are no longer content with the same old lecture-based formats that have long been the hallmark of an on-campus college experience. Students also do not want to learn in isolation online. You should be addressing, or thinking of: Adaptivity / Personalization Back end analytics Governance / veto authority (where it lies) Institutional culture alignment Intrinsic Motivators for participants Immediate / continual feedback Other gamification (psychological) principles.

Elitism vs. access – two drivers for 2015 The “Why are we doing this?” question. Most likely: 1) Because others are doing it and we don’t want to get left behind. 2) Because we want to increase access especially looking at coming demographic and societal changes. Address interactivity / responsivity / back end analytics through platform and materials Address mission, nuance and qualitative through instructor pedagogy / teaching training. Use available technologies to amplify, rather than to replace, effective instruction.

CASE - Elitism vs. access – how is Northeastern handling this? Northeastern University’s ten-year strategic goal has been to climb the US News rankings, which it has achieved in part by becoming a much more selective institution. Fall 2014 saw 49,822 undergraduate applications for 2,800 seats - a ratio of 18 applicants per seat, rejection of 95% of all applicants. The question has arisen as to whether an elite or an aspiring elite institution, one that was formed with social-responsibility at its core, can offer access to different target audiences given amended administrative priorities. The creation of a second separate, federal IPEDS reporting entity designated as a “branch campus” within the larger NU system would enable conflicting strategies to co-exist achieving both ends of access and exclusivity. A new IPEDS reporting ID requires additional systems modifications and reporting resources but does not necessitate any change in NU’s overall charter; legal structures or definition; governance model; accreditation; overall financial reporting; federal aid authorization and processing; federal research grant application, processing and reporting. Northeastern’s Lowell solution – IPEDs2 – Transfer students – partnering with Community Colleges.

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• Gerry DiGiusto Pearson gerry.digiusto@pearson.com

@gerry_digiusto

• Peter Stokes Huron Education pstokes@huronconsultinggroup.com

• Elizabeth Hess HBX | Harvard Business School ehess@hbs.edu

• Kevin Bell Northeastern University k.bell@neu.edu

@kbell14