Dissertations / Theses: 'Implementing change'

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Richards, Jonathan Peter. "Implementing marine pollution policy : proposals for change." Thesis, University of Plymouth, 2001. http://hdl.handle.net/10026.1/389.

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This study aims to determine the factors that affect the implementation of marine pollution policy, especially with regard to regulation of the hazardous substances which contaminate the marine environment- The purpose is to identify weaknesses in the current regulatory regime and to propose improvements. The study also aims to develop a new strategic framework for the implementation of the recent international policy commitments, which call for the complete cessation of discharges of hazardous substances into the marine environment by the year 2020. Furthermore, the study seeks to provide evidence to support or challenge current theories relating to regulation and policy implementation. Examination was made of the attitudes of environmental managers from the UK chemical industry and inspectors from the environmental agencies towards the regulatory system. These are the key personnel who operate at the regulatory interface where the policy outcome is determined. The methodology combined both qualitative and quantitative techniques. Structured interviews helped define the issues for subsequent investigation using a questionnaire survey which was sent to over 700 key personnel. Focus groups were then used to explain the survey findings and develop solutions to key regulatory problems. Statistical analysis of the survey response data revealed similarities and significant differences between the views of industry and the regulator on the effectiveness of the current Integrated Pollution Control regime. The strength of the system was perceived as its practical and pragmatic approach, coupled with a convenient and familiar bureaucracy. The weaknesses identified related to the derivation and enforcement of standards. The Environmental Quality Standards system, which underpins the regime, was acknowledged to be flawed by both operators and regulators who agreed it should be improved by the expansion in the number of priority listed chemicals, the introduction of sediment Environmental Quality Standards and Direct Toxicity Assessment of effluents. Focus groups supported the expansion of the system, but recognised that it would create a regime that was both complex and impractical. The findings were used to construct a revised model of the existing regime. Multivariate analysis of the industry response data identified 3 cluster types and significant differences were revealed between their knowledge of policy developments, their implications and the need for changes to the current system of hazardous chemical control. Operators and regulators acknowledged the existence of the mutual interdependency which has created and maintained a tight policy network (community) at the regulatory interface. Further evidence to support the existence of this community and of regulatory capture, was provided by the study data. Focus group discussions also identified the requirement for a more fundamental reappraisal of the regulatory system in order to deliver the OSPAR strategy. A new regulatory model, which incorporates process and product substitution, is proposed as a strategic framework to ensure that future policy commitments are implemented. This approach may lead to the opening up of the current tight policy network with resultant benefits for policy implementation and reduced regulatory capture. The new model could be applied by other countries within the OSPAR region and in other regions of the world, in order to improve environmental protection.

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Wongthipkongka, Nitida. "Implementing change through a supplier evaluation process." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59188.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 75-78).
With increased global competition, companies find that they must adjust and adapt to a supply chain model that incorporates more strategic suppliers. Pratt & Whitney, a division of United Technology Corporation, is no different as it seeks to streamline selection of suppliers to satisfy their business and manufacturing needs. In addition to improved product costs, low cost sourcing also expands its global footprint as emerging markets, such as China and India, continue to grow at phenomenal rates compared to Western markets. This research focused on development of a supplier evaluation process for Pratt & Whitney to meet its business goals. This introduces a change to the way that the company has historically operated. The first focus is to understand how to implement change within the company setting by introducing a formal supplier evaluation process. The second is to understand develop and refine the process to be utilized within Pratt & Whitney. This thesis focuses first on how to implement change within a company. The existing culture of the company must be evaluated to determine the approach to be taken. Within Pratt & Whitney's culture, research indicates that support from management and key influential personnel within the company are critical in producing a true change in the way the company conducts itself. Three different case studies are discussed that highlight the impact of this support on the successful implementation of change within the corporation. Secondly, this thesis researches the design and development of the supplier evaluation process. The most important aspect is to interview and listen to the needs of the customer. The success and failure of the system rests on being useful, intuitive, and simple. Through constant feedback, the tools were continually improved. In addition, information technology can be an enabler for business processes. With a well-designed system, IT can provide a secure, robust, scalable system for use in large corporations, like Pratt & Whitney.
by Nitida Wongthipkongka.
S.M.
M.B.A.

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Van, Bodegraven Diane Beth. "Implementing Change: How, Why, and When Teachers Change Their Classroom Practices." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1807.

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Teacher implementation of school reforms varies widely and often results in inconsistent student outcomes. Teachers adopt or resist change for complex reasons that are not fully understood. This qualitative study explored how veteran teachers described their experiences with school reform and changes in classroom practices that occurred over the course of their careers; it also examined factors that teachers identified as having positive and negative influences on their adoptions of change. The conceptual framework was based on Senge's systems theory as applied to learning organizations and Goleman's emotional intelligence theory. The research questions focused on: (a) How veteran teachers described their experiences with various school reforms and changes in classroom practices that have occurred over the course of their careers, and (b) What internal and external factors veteran teachers identified as having a positive or negative influence on their adoptions of change. Eight veteran K-12 public school teachers from a northeastern state were interviewed using a semi-structured, open-ended questionnaire. Data were analyzed using first and second level coding in order to identify emerging patterns and themes and discrepant data. Key findings indicated that the teachers who reported successful implementation of school reforms also reported that the internal factors of self-assessment, self-confidence, initiative, adaptability, and empathy, and the external factors of shared vision, team learning, and systems thinking were important to implementing change. When administrators supported teachers through quality professional development, adequate collaboration time, and respect for their professional judgment, participants embraced school reforms and changed their classroom practices.

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Axtell, Douglas W. "Minimizing conflict implementing change in an established church /." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p046-0072.

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Axtell, Douglas William. "Minimizing conflict implementing change in an established church /." St. Paul, MN : Bethel Seminary, 2008. http://dx.doi.org/10.2986/tren.046-0072.

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Ogilvie, C. E. B. "Implementing change : The case of records of achievement." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383513.

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Mak, Howen. "Implementing Strategic Change Using the Systems Engineering Model." Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/404.

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DeLay, IV Hardy L. "Leadership Strategies for Developing and Implementing Organizational Change." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4135.

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Leaders in some narcotics treatment programs struggle with change development and implementation. The objective of this single-case study was to explore strategies used by leaders in a narcotics treatment program to develop and implement organizational change initiatives successfully. Participants included 4 leaders who had developed and implemented successful change initiatives repeatedly for more than 10 years in a narcotics treatment program in the southeastern United States. Bertalanffy's general systems theory was the basis for the conceptual framework. Data collection included semistructured interviews of leaders of a narcotics treatment program and collection of archival data, such as reports relating to strategic planning, core value analysis, and risk assessments. Data analysis, using qualitative analysis software revealed 3 themes: communication, education through research, and resistance. The identified themes aligned with the conceptual framework, as the themes work together as a unit. Recommendations for action include further research for the application of social media in the treatment of patients. Leaders of narcotics treatment programs may use the findings to improve the success of social change development and implementation. Successful social change within these programs could result in the betterment of community relations and an increase in productive members of society who contribute to the economic health of the community.

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Matali, Melissa. "How companies sustain effective leadership while implementing organizational change?" Thesis, Linnaeus University, Linnaeus School of Business and Economics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-6197.

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Today’s business environment is becoming increasingly dynamic, complex and socially aware. One sustainable competitive advantage in contemporary, rapidly changing organizations is competent management (Waldman, Ramirez, House, & Puranam, 2001). The behaviors of organizational leaders directly influence actions in the work environment that enable change (Drucker, 1999).

Leaders in complex organizations are now responsible for creating and nurturing conditions which will enable fast, innovative adaptations to change. Indeed, leaders and managers are responsible for change strategy, implementation, and monitoring, thus they function as change agents (Kanter, Stein, & Jick, 1992). However, they must take into consideration that there is a part of unknown, which they will never control.

As a result, the challenge of managing change is one of the most essential and enduring roles of leaders (Ahn, Adamson, & Dornbusch, 2004) while current rapid organizational changes has made effective leadership more imperative. Resistance to change is a dead-end street. In today's business world, organizations that support and implement continuous and transformational change remain competitive (Cohen, 1999).

Many researchers have attempted to explain why change is so difficult to achieve, and develop models to manage the change process. Despite the numerous theories, models, and multi-step approaches, leaders continue to lack a clear understanding of change, its antecedents, effective processes or the ability to successfully implement organizational change and how to engage members in change initiatives (Armenakis & Harris, 2002).

The purpose of this study is to explore leaders’ effectiveness in implementing organizational change and the processes, skills, abilities required for such effectiveness. My reference to leaders implies all leaders and managers within an organization. The literature review that follows explores change implementation processes, current complex environment and the leadership behaviors associated with successful change.

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Cheung, Wai-ying, and 張慧英. "Implementing educational change: a case studyof project-based learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962440.

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Jones, Norma J. "Emergency nurses leading change implementing a new triage process using a traditional change management model." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0006/MQ41832.pdf.

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Hansen, Emily. "Implementing Lean healthcare : Things to consider when making the change." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-85146.

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The pressure on the healthcare sector is increasing all over the world. The amount of treatable diseases increases and the time spent with each patient decreases. As a reaction towards the way the healthcare works today, patient-centred healthcare has become increasingly popular. Bringing the patient into the centre also needs changes in the staffs’ way of working. One way of making these changes is by implementing Lean healthcare. This thesis uses a systematic review approach to find out what organisational changes have been made at hospitals where they have implemented Lean healthcare and how the implementations were done. The results showed that the most important thing was to engage the staff at an early point. Those hospitals that had representatives from all the different categories of the staff were the ones who managed to make the modifications with less effort and they also had an easier way of maintaining them. The most obvious similarities in the organisational changes the hospitals had made were that they clearly defined who were supposed to do what and that they changed the work into multi-disciplinary teams. By that the hospitals saved a lot of time both for the staff and for the patients. Lean thinking has similarities theories of cognitive science, like distributed cognition and safety barriers and it could get inspiration from these areas to enhance the implementations. There are few articles concerning the organisational changes that have been made at hospitals when implementing Lean healthcare. However the results of this thesis was that the most important thing when implementing Lean healthcare is to involve everyone at an early stage and the only way to get Lean healthcare to really work is by changing the attitude and making people realise that improvement is a never ending process. The changes that were most common among the hospitals were to clearly define and document who was supposed to do what and to change the structure to multi-disciplinary teams working together.

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Erickson, III Lennart Theodore. "Principals' Experiences Initiating, Implementing, and Sustaining Change Within Their School." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1473.

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Many research studies have investigated the role of the principal in implementing change. Despite the information gleaned from those investigations, principals continue to struggle with initiating, implementing, and sustaining change in their schools. Guiding this narrative inquiry study were theories related to principal leadership, educational change theory, and the theories associated with school culture, with the intent to understand the experiences of principals as they initiated, implemented, and sustained change in their schools. This study explored the challenges and successes principals experienced along with the specific actions that contributed to successful implementation. Five principals from southern Idaho were interviewed. Narratives were co-constructed based on each of the principal's experiences. Polyvocal analysis was used to analyze the data and co-construct the narratives with the participants. Common themes were examined and compared to recent research related to principals implementing change. A cross narrative analysis was used to compare the common themes and actions attributed to the successful implementation of change. Analysis of the data revealed that, among these 5 principals, successful implementation of change was created by obtaining buy-in from staff, building trust, distributing leadership, providing structured time for teachers to learn and collaborate, building capacity through targeted professional development, and seeking input from all stakeholders. These findings will promote social change by helping principals to understand the experiences of other principals with initiating, implementing, and sustaining change. Also, the common themes identified will inform principals on how to successfully implement change that will positively affect students.

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Schrader, David Alan. "Toward the environmentally sustainable corporation: The challenges of implementing change." Case Western Reserve University School of Graduate Studies / OhioLINK, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=case1061830540.

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Cheung, Wai-ying. "Implementing educational change a case study of project-based learning /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500955.

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Perry, Cassandra. "Implementing positive clinical change : cognitive behavioural group therapy for loners." Thesis, Swansea University, 2008. https://cronfa.swan.ac.uk/Record/cronfa43196.

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Introspection and self-reflection has been used throughout this study in order to examine my effectiveness as a psychotherapist. I have explored the dynamics of engaging more effectively with pre-adolescent loners in group therapy by assessing the personal determinants and therapeutic conditions necessary to create positive social behavioural change. Did I make a difference? If not, why not? My specific method, reality therapy, is a highly confrontational cognitive-behavioural therapeutic approach. Its difference to mainstream cognitive behaviour therapy is that, as well as treating the symptoms of a problem, reality therapy deals directly with the cause - unmet needs. As a reflexive practitioner, I have used action research to assist in the implementation of clinical change and allow me to amalgamate research with practice and vice versa. The action-evaluation-understanding design, combined with a reality therapy pedagogical tool, will take you through a personal journey of hope and despair: the advantages, conflicts and tensions of my role as a practitioner-researcher and the experiential learning along the way which improved my practice as a therapist. Significantly, the differences between the successful and unsuccessful outcomes of the three group programmes undertaken will be dissected and learned from. I am confident that these needs-based interventions for children can be equally as effective with an adolescent or adult loner population. They are multi-functional and can also be used for one-to-one interaction. All are adaptable for wider use such as youth/adult offender programmes, substance misuse rehabilitation and the specific treatment of anticipatory anxiety and post-event processing in social phobia therapy. Undoubtedly, there is new learning to take into the workplace from my successes. However, there is even more new learning to be assimilated from my many mistakes.

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Williams, EmmaJean. "Implementing Community Policing: a Documentation and Assessment of Organizational Change." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/1156.

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Four research questions guided this documentation and assessment of the Portland Police Bureau's conversion to community policing. These questions generated a description of the events and circumstances that created the perceived need for change in the Bureau's role and function; a search for justification for selecting community policing as an alternative policing approach; a comparative analysis of past attempts to implement innovative change of a similar dimension in police organizations; and an assessment of the process by which the Bureau implemented this new policing strategy. The findings indicate that the prominent factors driving this change are first, the limitations of conventional policing tactics against emerging new patterns of crime and disorder; second, an intensification of public interest in quality-of-life issues; and third, an increase in the numbers of progressive police officers that are influencing change in the traditional police culture. The process by which the Bureau effected changes in its organizational structure and design to accommodate community policing strategies was assessed using theoretical guidelines abstracted from the organizational change literature. This assessment led to a hypothesis that innovative change which is incongruent with organizational traditions and culture must be implemented organization-wide, in an "all-or-none" fashion, to maximize the probability that the change will become institutionalized. The Bureau's inadvertent adherence to most of the guidelines suggests that a pattern may exist to guide the implementation of innovative organizational change. It was also found that the traditional bureaucratic policing structure has been relaxed, but remains quasi-bureaucratic in character, as a function of retaining the traditional military rank structure.

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Palumbo, Jessica. "Implementing Bedside Shift Report: An Evaluation of Change in Practice." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1608.

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Hospital Consumer Assessment of Healthcare Providers and System (HCAHPS) survey results from 2013 revealed a need for improvement in nurse-patient communication at the unit level. In response, nursing administrators at an acute-care hospital asked bedside nurses to develop a protocol for bedside shift report according to best practices. The protocol was implemented in May 2014. Three months later, a postimplementation survey was distributed. Work from Lewin and Kotter theoretical concepts were used to evaluate this organizational change. The purpose of this study was to determine whether re-educating staff nurses on the bedside shift report protocol increased compliance with evidence-based practice performance standards for bedside shift reporting. In the initial phase of this project, a review of a 3-month postimplementation survey revealed consensus that bedside shift report had not been universally accepted and implemented. Based on these findings, a re-education program was developed and implemented. A 2-week post re-education survey elicited 89 respondents' perspectives on bedside shift report. Analysis of the survey results revealed that nurses had strong perceptions of this significant change to their practice. The re-education revealed that nurses could show commitment to performing daily bedside shift report if specific conditions are supported, such as nurses understanding that the process improves satisfaction levels, and if nurses' misconceptions are addressed. Social change of this magnitude indicated that the voices of bedside nurses must be heard. To make this goal a reality ongoing evaluation is required to promote patient safety, improve patient outcomes, and improve HCAHPS results related to nurse-patient communication. Positive social change results in this project impacting patients by providing a better quality of care in this facility.

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Leung, Chit-wan. "The new sixth form curriculum (1992) : an issue of implementing innovation /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811747.

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Whelan, Anthony Peter, and n/a. "System level change : implementing a religious education curriculum in Catholic schools." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.125609.

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In early 1983, the Catholic Education Authority in Sydney issued a major curriculum document for the systems 210 Primary schools on Religious Education. One year after the documents' release there was evidence of its negligible impact in classrooms. Studies of overseas, Australian, and local system-level changes supported the view that there was relatively limited documentation of the processes followed in the implementation of system-level change. As its starting point, the Field Study pursues the development in eight schools of a system-stimulated implementation process over twelve months. A historical perspective of the system is given; implementation of change is defined; and the approach used in the study is sited in the theoretical context of Action Research. The body of the study is written in an 'inter-leaving' style. In each Chapter a chronological descriptive approach is followed and, as appropriate, theoretical considerations are introduced as a method of reflection and interpretation of the process. Among the processes under investigation, major consideration is given to planning, monitoring and collaborative staff development. The specific strategy of change developed is that of a Co-operative Peer Support Scheme, based on Goodlad's concept of a "league". Concerns - Based Adoption Methodology (CBAM) is used as a monitoring technique. An original contribution to the monitoring processes is the invention and application of a micro-computer program for analysis of the Stages of Concern of the teacher participants in the Project. The salient findings of the Study are that the particular plan had been effective, and that system planning can only be directional. Monitoring procedures that are are amenable to use in system-level change were demonstrated to have been useful. Clear focussing of issues, the generation of locally produced learning materials, and conscious use of adult learning process enhances the outcomes of the Project. Finally, the goal-free descriptive approach followed identifies more sharply new questions requiring further exploration: mechanisms leading to group formation; the interrelationship between psychic-group and socio-group processes; the roles of change-agents and the support system; and the quality of use rather than the percentage of users.

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Hughes, Michael Wesley. "Implementing ERP in manufacturing organizations : improving success through managing organizational change." Thesis, Georgia Institute of Technology, 1999. http://hdl.handle.net/1853/29332.

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Johnston, Larry Wayne. "The TQM coordinator as change agent in implementing Total Quality Management." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/27312.

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Fichtl, Michele Anne. "Advantages of concurrent change in implementing setup reduction and synchronous manufacturing." Thesis, Massachusetts Institute of Technology, 1987. http://hdl.handle.net/1721.1/14804.

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Zeileis, Achim. "Implementing a class of structural change tests: An econometric computing approach." Institut für Statistik und Mathematik, WU Vienna University of Economics and Business, 2004. http://epub.wu.ac.at/1316/1/document.pdf.

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The implementation of a recently suggested class of structural change tests, which test for parameter instability in general parametric models, in the R language for statistical computing is described: Focus is given to the question how the conceptual tools can be translated into computational tools that reflect the properties and flexiblity of the underlying econometric metholody while being numerically reliable and easy to use. More precisely, the class of generalized M-fluctuation tests (Zeileis & Hornik, 2003) is implemented in the package strucchange providing easily extensible functions for computing empirical fluctuation processes and automatic tabulation of critical values for a functional capturing excessive fluctuations. Traditional significance tests are supplemented by graphical methods which do not only visualize the result of the testing procedure but also convey information about the nature and timing of the structural change and which component of the parametric model is affected by it.
Series: Research Report Series / Department of Statistics and Mathematics

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Tosam, Ful John. "Implementing educational change in Cameroon : two case studies in primary education." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019696/.

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Since the Cameroon nation came into being in 1961, it has been engaged in efforts towards harmonizing two distinctly different educational traditions it inherited from the colonial era, the one, French-oriented, and the other, British-oriented, while at the same time, working towards better quality schools. However, the main thrust towards meeting these objectives thus far, has been in primary education where two main separate and on-going attempts at educational change are being undertaken in both educational traditions in the country. This research is based on case studies of these two experiences, and attempts to provide a holistic appraisal of the strategies adopted thus far, towards implementing change in Cameroon primary education. The one experience, the Institut de P6dagogie Appliquee sa vocation Rurale (IPAR) began in 1969, and is embodied in two projects (IPAR-Yaounde and IPAR-Buea) which aim at the harmonization and reform of Cameroon primary education, while the other, the Support to Primary Education Project (SPEP), began in 1984, and aims at improvements in the training and support system for primary school teachers in four of the country's ten provinces (one anglophone, and three francophone). The IPAR projects have not yet been implemented in schools, and by design the SPEP does not directly involve schools. The appraisal of these experiences comprises an analysis of their significance in Cameroon primary educational change, and their organization, management and accomplishments thus far. Three broad perspectives of the concept of institutional development or institutional analysis viz, the intra-, inter-, and extra-institutional analytical perspectives, have been adopted as the analytical framework for appraising the performance of these projects, using an essentially illuminative methodology. In this thesis, the concept of "institution" is used broadly to refer to governmentwide administrative functions including such entities as project management units, while "institutional development" or "institutional analysis" concerns the organisation and management of the various project systems, and the significance of these experiences in Cameroon primary educational change. The intra-institutional development perspective provides an analysis of the resource allocation (personnel and material) and management of the project unit, the inter-institutional development perspective provides an examination of the influence of other institutions in the administrative bureaucracy on the performance of these projects, while the extra-institutional development perspective provides an analysis of the pertinence of project ideologies in relation to the broader aims of harmonizing and reforming Cameroon primary education. In conclusion, problems of implementing Cameroon educational change epitomized by the two projects are highlighted and discussed, and suggestions made towards thinking about existing and alternative strategies in Cameroon educational change, in general.

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Penton, Sanna, and Felicia Pettersson. "Factors Affecting Managerial Willingness to Change : A Case Study on Change Management When Implementing New Digital Technology." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-253834.

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The rapid growth of technology development increases the need for incumbent organizations to digitally transform. Studies show that digitally mature organization have a 26% higher profitability than peers (Westerman et al., 2012), nonetheless, success is rarely obtained as it requires incumbents to radically change their working methods and participate in a very painful transition. To gain knowledge on how to increase the success rate of digital transformations, this thesis examines what critical factors that affect the willingness for change of first line managers. Furthermore, it shows how change management can be applied to improve this willingness. Using a qualitative and exploratory approach through a case study, this research shows that earlier experience of work-related change, perceived usefulness and digital maturity affect the first line managerial willingness to change. Except from applying general theories on change management as well as considering more specific research on technology implementations, this study suggest organizations should focus on leading digital change from transforming individuals based on the three critical factors found to affect managerial change willingness. In doing so, stakeholder management analysis is suggested being a helpful tool as well as moving focus from the technology to a new way of working.
Den snabba teknologiska utvecklingen bidrar till ökat behov av digital transformation hos etablerade organisationer. Studier visar att digitalt mogna organisationer har 26% högre lönsamhet än andra (Westerman et al., 2012), men sällan uppnås framgång då det kräver radikala förändringar av arbetssätt hos etablerade företag, något som kan vara mycket smärtsamt. För att få kunskap om hur man kan öka antalet lyckade digitala transformationer, undersöker denna studie vilka kritiska faktorer som påverkar förändringsviljan hos första linjens chefer. Dessutom, visar den hur förändringsledning kan tillämpas för att förbättra denna vilja. Genom en kvalitativ och explorativ metod, och specifikt en fallstudie, visar denna forskning att tidigare erfarenhet av jobbrelaterad förändring, uppskattad användarbarhet och digital mognad påverkar förändringsviljan hos första linjens chef. Förutom att applicera allmänt kända teorier på temat förändringsledning såväl som att ta hänsyn till mer specifik forskning gällande tidigare implementationer av ny teknik, föreslår denna studie att organisationer vid ledning av digital förändring ska fokusera på att omvandla individer baserat på de tre kritiska faktorerna som funnits påverka chefers förändringsvilja. För att lyckas i det förslås organisationer tillämpa intressentanalys liksom fokusera på att flytta fokus från teknik till ett nya arbetssätt.

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Espiritu, Jed R. "Implementing the mission-funded naval shipyard : a case study on change management /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FEspiritu.pdf.

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Reid, Bryan. "Implementing curriculum change within a state education department region : analysis and conceptualization." Murdoch University, 1986. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060829.160229.

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The major aim of this study was to develop a conceptual model representing the implementation process of a curriculum change occurring in a State Education Department region. This development had its genesis in the now extensive body of literature related to the organizational phenomenon of planned change. Since its early development in the 1960ts, the study of planned change occurring i n organizations has grown in sophistication, encompassing a steadily evolving number of theoretical constructs. Such a construct, of recent origin, was that of perceiving implementation of the innovation as a discrete process within the total planned change process. Although stillinits infancy, this concept has attracted a steadily growing body of research, The present study co-ordi nated some of these findings to form the basis for a four-stage model representing the implementation process under a special set of circumstances. The application of the model was tested under field conditions. A longitudinal case study design was adopted because this was ideally suited to test the assumption of implementationas a process. The design was divided in to four sections : concepts related to the decision to change; concepts related to the effect the rationale for implementation had on teachers' behaviour; concepts related to the sequence of involvement of implementers; and finally, concepts related to the measurementof the degree of implementation for teachers and pupils. Field work was applied inarural educational region of the State of Western Australia. This region was established in 1979 as part of an Australia-wide trend. I t is well documented that at the commencement of the 19701s, Austral ian governmentcontrol led education systems were highly centralized. By the beginning of the 1980ts, all were facing major change, each incorporating some form of decentral ization. In Western Australia, a shift in power from central authorities to Regional Superintendents occurred. With the increase i n power, the Regions received more duties and became more complex organizations. To meet the demand of testing a complex theoretical model in the intricate field setting of a State Education Department region, a wide range of data-gathering techniques was used. Questionnaires were employed, some specifically designed to suit this study and some selected from other research. The breadth and depth of the data collected was extended by the use of interviews, both focused and unstructured. Information from a wide variety of perspectives was gathered by using direct observation. This was applied to the testing of the theoretical model and also used to validate data drawn from other sources. Content analysis techniques were also used to triangulate the findings from questionnaire and interview techniques. The findings of the analysis of the data,within a matrix of hypotheses and sub-hypotheses, provided powerful statistical evidence indicating that the innovation was judged as being implemented by the teachers and the pupils. Data collected were also analysed as part of the research plan incorporating four major hypotheses and twenty six sub-sections. Each sub-section has been investigated empirically. This strategy was used to test the applicability of the conceptual model as a technique to represent the process of implementation followed by an innovation in Oral English introduced into a rural region of a State Education Department. The model proved to be a very effective device, aiding in the comprehension of an implementation process that occurred under the particular conditions described in the thesis.

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Swanier, Wanda A. "Strategies for Implementing a Successful Enterprise Resource Planning System." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2274.

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The U.S. Department of Defense executives consider enterprise resource planning systems as a critical technology because of increasingly global operations and audit compliance pressures, which may affect organizational performance and overall success. The estimated cost to implement enterprise resources systems to avoid failure and meet budget cost across the Department of Defense services and agencies has ranged from $530 million to $2.4 billion. Guided by the general systems theory, the purpose of this single-case study was to explore enterprise resource planning strategies developed and implemented by United States Marine Corps military leaders. Data collection consisted of a review of organizational documents and semistructured interviews of 5 organizational leaders in a United States Marine Corps base in Albany, Georgia. Data analysis entailed interview transcription, keyword and phrase coding, and emergent theme identification. The prominent emergent themes were essential strategic planning guidance and organizational leaders and change management, which are the essential components for effectively implementing enterprise resource planning systems. The Department of Defense executives and senior leaders may use the findings of this study to develop an essential strategic plan, which could reduce the excessive cost and over-budget associated with enterprise resource planning systems. Social change implications include enhancing end user knowledge and reducing inefficiencies within organizations to improve corporate social responsibility.

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Martínez, Zamorano Daniela, and Bohemen Joep van. "Implementing strategic change through projects: Identifying CSFs within the setting of SMEs." Thesis, Umeå University, Umeå School of Business, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1970.

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Strategic change projects allow companies to align their strategy to the turbulent external environment in today’s marketplace and are therefore crucial for retaining the competitive advantage of the firm. The identification of the critical success factors for these projects has become increasingly important, because of the reported high failure rates in the implementation of such projects. The important role of SMEs for the social and economic development of a country is well-known. However, SMEs as an area of study are not often discussed by researchers and an appropriate set of critical success factors for them is lacking. Therefore, it is vital to identify the critical success factors for the implementation of strategic change projects in SMEs to ensure the success of their efforts.

This study, which seeks to determine the critical success factors for the implementation of strategic change projects within the context of SMEs makes use of a multiple-case study strategy. The cases are based in two companies where semi-structured interviews were conducted in order to obtain the primary data required. The information retrieved from the selected cases was analysed using a qualitative approach. For the elaboration of the conclusion, an iterative process was followed, moving from the data collected, to the theoretical background and to the development of theory.

At the end of the study it was possible to identify a set of eleven critical success factors that answers the research question of this thesis. In addition, a conceptual model was derived from the theoretical and empirical studies of this work, outlining three dimensions that are considered to influence strategic change project success in the SME-setting. The present study would be beneficial to the practitioners of SMEs as the identified set of critical success factors can be used as a checklist of points to concentrate on when implementing strategic change projects. This will assist them in ensuring that the crucial factors and issues are addressed during implementation. For academics, the study contributes new knowledge to the field and offers a common language for discussing the critical success factors of strategic change projects in SMEs.

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Castille, Karen. "Implementing change in the NHS : effects of clinical leadership on performance improvement." Thesis, Henley Business School, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428339.

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Reid, Bryan John Spencer. "Implementing curriculum change within a state education department region : analysis and conceptualization." Access via Murdoch University Digital Theses Project, 1986. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060829.160229.

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Shoemaker, Dennis. "Implementing change the first year of a superintendent in a rural community /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8719426.

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Davis, Maria. "Exploring strengths of career technical education deans| Implementing change within community colleges." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3574078.

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The purpose of this qualitative study was to explore how career technical education (CTE) deans implement crucial changes in their programs to keep up with industry standards required by external agencies, the Perkins grant, and the advancements of technology. Deans must make top-down, lateral, as well as vertical change to implement improvements successfully, and to implement or to create new policies. The participants discussed the unique nature and background associated with CTE and their perceptions of the distinct skill sets that may be unique to leading career education programs.

Little research exists exploring this phenomena and this study could prove invaluable to the CTE field in recruiting, training, and developing current and future CTE Deans. The findings of this study suggest that in order to meet their goals in implementing program changes, CTE deans need to be skilled in the use of referent power, relationship-building, and a participative leadership style. In addition, skilled practitioners must have strong relational skills that emphasize collaboration, persuasion, and determination to lead change successfully. These findings can assist human resource departments in the hiring of effective deans of CTE divisions.

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Jaffray, Mariesha A. "The MEDMAN study : implementing change at the community pharmacy/general practice interface." Thesis, University of Aberdeen, 2010. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=158336.

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Introduction Management of coronary heart disease (CHD), a major cause of mortality and morbidity in the UK, in primary care, remains sub-optimal. This work aimed to: evaluate impact of a community pharmacy-led intervention on appropriateness of treatment and quality of life of CHD patients; describe opinions and experiences of community pharmacists and GPs and use management of change literature as an explanatory framework for the findings. Methods The thesis comprises: two literature reviews (pharmacy-led interventions for CHD and NHS-based studies using change theories); an RCT evaluating the service; questionnaire surveys and qualitative interviews with community pharmacists and GPs, and comparison of a new model of change with two change theories. Results Review of pharmacy interventions revealed only small-scale studies demonstrating benefit for CHD patients. The change review revealed use of change management theories to implement change and as explanatory frameworks for change initiatives, in the NHS, but not in the pharmacy setting. The RCT recruited 1493 patients (980 intervention, 513 control), 70 pharmacies (102 pharmacists) and 48 practices (208 GPs). No significant differences were found in primary outcomes (appropriateness of treatment or quality of life). Questionnaires revealed positive attitudes to the service but need for pharmacist access to patient records and improved GP/community pharmacist relationships. Qualitative interviews indicated more divergent views. Attitudes were influenced by understanding and previous experience of medicines management, change drivers and implementation processes. Themes conceptualised into a ‘change readiness’ model, had similarities with Lewin’s planned change approach and Pettigrew’s receptivity model. All three models identified areas of sub-optimal intervention implementation and delivery. The new service did not improve appropriateness of treatment or quality of life because it was implemented and delivered sub-optimally. There is a need for greater use of an evidence based systematic approach to introduce new services, but research is required to confirm this approach would confer the hypothesised benefits.

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McBratney, Robert Bruce. "The MIT Leaders for Manufacturing program : a case study of implementing change." Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/46406.

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Matranga, Jacqueline Frume. "Writing process and change: Studies of teachers implementing a writing workshop approach." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2788.

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This study analyzes teacher change in the implementation of a writing workshop approach to teaching writing as defined by Atwell, Calkins, and Graves. The study followed eleven elementary classroom teachers of one school as they implemented a writing workshop approach over the course of eight months. This qualitative study included data from CBAM Stages of Concern Survey, Writing Workshop Checklist, collaborative conversations, journals, student work and interviews. The qualitative analysis derived a grounded theory from the data. This theory blended the theoretical sensitivity of the researcher, the research data and the practices of the teachers to develop a grounded theory. The study showed that there is a process for change and that implementation is based on a teacher's theoretical understanding of writing development. Three teacher styles were delineated based on the ideology and practices of the eleven teachers. The facilitator believes in sharing control with students and teaches and expects independent writers. The provider teaches students to be independent, but has not fully embraced the belief that all students are capable of learning independence. The producer teaches about writing and does not have an understanding of teaching students to become independent writers. This study provides the staff developer with a tool for helping teachers understand not only the best practices, but also develop a theoretical understanding behind the practices of a writing workshop approach. The teachers who regularly attended the collaborative conversations were supported and made significant progress toward changing their theoretical understanding and practical knowledge of a writing workshop approach. This study provides the staff developer with insight into the change process for teachers.

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Bradley, Dominique K. F. "The 'Productive Community Services' programme : implementing change in a community healthcare organisation." Thesis, University of Essex, 2015. http://repository.essex.ac.uk/15475/.

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The Productive Community Services (PCS) is a change programme which aims to engage frontline healthcare staff in improving quality and productivity. PCS draws on tested improvement methodologies such as Lean, however there has been little research specifically carried out on PCS in practice. The aims of this study were to explore the perceptions of the healthcare staff that implemented the programme, to identify the enabling and constraining contexts of the programme’s mechanisms of change, and to examine the meaningfulness and reliability of quantitative data generated during a PCS implementation. It also sought to explore the implications of these findings for managers, implementation teams, and commissioners in healthcare. To achieve this, an implementation of PCS was investigated using methods of participant observation, analysis of qualitative and quantitative data, semi-structured interviews and a focus group. A mixed methods approach was taken using the principles of Realist Evaluation. The results indicate that perspectives of the implementation varied widely, and that pay-for-performance targets contributed towards staff perceiving that the programme was irrelevant. Stock value was reduced by over £42,500, the time taken to find patient information was reduced by 62%, and services spent on average 36% of their time with patients. However, these figures lacked reliability and meaningfulness as the data were not validated or were produced using apparently flawed experimental designs. Contexts that constrained or enabled the mechanisms of change included staff attitudes, available resources, the effectiveness of communication, and whether technology could be used to resolve problems identified. The findings indicate that managers in healthcare should challenge implementation teams if the purpose of an innovation is unclear, that implementation teams need to be equipped with knowledge about technological solutions to efficiency in healthcare, and Commissioners need to ensure that pay-for-performance targets promote continuous quality improvement rather than temporary solutions.

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Reid, Bryan J. S. "Implementing curriculum change within a state education department region: Analysis and conceptualization." Thesis, Reid, Bryan J. S. (1986) Implementing curriculum change within a state education department region: Analysis and conceptualization. PhD thesis, Murdoch University, 1986. https://researchrepository.murdoch.edu.au/id/eprint/275/.

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The major aim of this study was to develop a conceptual model representing the implementation process of a curriculum change occurring in a State Education Department region. This development had its genesis in the now extensive body of literature related to the organizational phenomenon of planned change. Since its early development in the 1960s, the study of planned change occurring in organizations has grown in sophistication, encompassing a steadily evolving number of theoretical constructs. Such a construct, of recent origin, was that of perceiving implementation of the innovation as a discrete process within the total planned change process. Although still in its infancy, this concept has attracted a steadily growing body of research, the present study co-ordinated some of these findings to form the basis for a four-stage model representing the implementation process under a special set of circumstances. The application of the model was tested under field conditions. A longitudinal case study design was adopted because this was ideally suited to test the assumption of implementation as a process. The design was divided in to four sections : concepts related to the decision to change; concepts related to the effect the rationale for implementation had on teachers' behaviour; concepts related to the sequence of involvement of implementers; and finally, concepts related to the measurement of the degree of implementation for teachers and pupils. Field work was applied in a rural educational region of the State of Western Australia. This region was established in 1979 as part of an Australia-wide trend. It is well documented that at the commencement of the 1970s, Australian government control led education systems were highly centralized. By the beginning of the 1980s, all were facing major change, each incorporating some form of decentralization. In Western Australia, a shift in power from central authorities to Regional Superintendents occurred. With the increase i n power, the Regions received more duties and became more complex organizations. To meet the demand of testing a complex theoretical model in the intricate field setting of a State Education Department region, a wide range of data-gathering techniques was used. Questionnaires were employed, some specifically designed to suit this study and some selected from other research. The breadth and depth of the data collected was extended by the use of interviews, both focused and unstructured. Information from a wide variety of perspectives was gathered by using direct observation. This was applied to the testing of the theoretical model and also used to validate data drawn from other sources. Content analysis techniques were also used to triangulate the findings from questionnaire and interview techniques. The findings of the analysis of the data, within a matrix of hypotheses and sub-hypotheses, provided powerful statistical evidence indicating that the innovation was judged as being implemented by the teachers and the pupils. Data collected were also analysed as part of the research plan incorporating four major hypotheses and twenty six sub-sections. Each sub-section has been investigated empirically. This strategy was used to test the applicability of the conceptual model as a technique to represent the process of implementation followed by an innovation in Oral English introduced into a rural region of a State Education Department. The model proved to be a very effective device, aiding in the comprehension of an implementation process that occurred under the particular conditions described in the thesis.

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Sepúlveda, Quintero Javier Adolfo. "Organizational change : formulating, implementing, and sustaining a fundamental organizational change in South American central banks : pilot study Colombia /." [S.l.] : [s.n.], 2004. http://aleph.unisg.ch/hsgscan/hm00115159.pdf.

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Wlokas, Holle Linnea. "Implementing community renewables: institutional work in South Africa's renewable energy procurement programme." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26889.

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In 2014, for the first time in its history, South Africa fed the national electricity grid with electricity generated through utility-scale renewable energy projects. The Renewable Energy Independent Power Producer Procurement Programme (REIPPPP) is the policy instrument driving this change. The process requires bidding private energy companies to commit resources in alleviation of local socio-economic needs. This thesis analyses the question how the institutions evolve in the implementation of community benefit requirements. The theoretical frameworks of institutional work and logics helps to analyse this new organizational field and interaction of various actors in government, industries and communities. An action research approach grounds this research empirically and aims to create the opportunity for actors to reflect on their actions and engagement in the community benefit implementation process. The research asks how are government, companies and communities shape institutions in the implementation of the community benefit requirements in South Africa's REIPPPP? The study first analyses the procurement requirements for community benefit and ownership, then, secondly, reviews the first 64 approved project bids for suggestions made in response to these requirements. A third research step involves fieldwork in 13 wind and solar projects across the country, the fieldwork consisting of interviews with project stakeholders about their experiences. The research negotiates access to an emerging and competitive, but also enquiring industry, one that has shared with the researcher important insights into its evolving community engagement and its development practices and considerations. The findings reveal that, in the implementation of South Africa's community renewables, government and companies dominate institutional work efforts in the stages of policy formulation and project development. But communities, the least informed and capacitated actor among the three, face the results and they have particular ways of responding, including corrective and disruptive ways. Reflective spaces are dominated by industry and strategically exclude communities from both asserting their experiences as well as from the opportunity to participate in creating collective understanding and agreeable processes that would foster the long-term relationship between company and community. This is a shortcoming that requires urgent attention to ensure positive institutional work and developmental impact.

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McLean, Bronwyn. "Implementing Sustainability Locally : A Case Study of Policy Mobilities and Transfer." Thesis, Stockholms universitet, Kulturgeografiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91922.

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Lamb, Janeen Therese. "Implementing mandated curriculum reform: Sources of support for teacher-meaning making." Thesis, Australian Catholic University, 2010. https://acuresearchbank.acu.edu.au/download/6580225afdc617a1186d2c7fb3dbe729d90f7a0b32402f589cf45d3dbbb1787e/2577062/64955_downloaded_stream_180.pdf.

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The impetus for this study was a pragmatic concern for the implementation of the Mathematics Year 1-10 Syllabus (Queensland Studies Authority, 2004) at Hillside Primary School (pseudonym). The researcher's involvement with this school was as the Support Teacher: Learning Difficulties 2002-2004. During this time the researcher assisted teachers by working with students who had difficulty acquiring the necessary mathematical skills which enabled them to keep pace with their peers, and actively participate in their environment. During these collaborations it became evident that the teachers had a general unease with the teaching of mathematics, and this became heightened as draft versions of the reform mathematics syllabus became available. Their concern specifically related to the introduction of a range of new content to the primary school syllabus, including a new strand, Patterns and Algebra, as well as the requirement of an investigative pedagogy. The researcher's interest in how teachers make meaning of this mandated curriculum reform was heightened by these concerns. This led the researcher to seek a more informed and sophisticated understanding of how the teachers at Hillside Primary School make sense of, and respond to, mandated curriculum reform. To this end this research study is situated within the research paradigm of constructivism, and informed by the research methodology of symbolic interactionism. This methodology requires the adoption of two distinct stages within the study: 'exploration' and 'inspection' (Blumer, 1998, p. 40). The exploration stage is a familarisation stage, which initially involved interviewing both the school's Principal and Head of Curriculum. From these interviews an instrument was developed and administered to all teachers.;Analysis of these data led to the inspection stage of the study where individual interviews were conducted with all teachers as a way to isolate significant elements within this research site. In this way, this study relied on a mixed methods approach. Analysis of these data led to a series of theoretical perspectives being proposed, which in turn led to the generation of this study's recommendations. Engagement in this two-stage inquiry process has drawn attention to the importance of collaboration between the Principal and teachers in a professional learning community as they make meaning of mandated curriculum reform

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COSTA, SILVIA BEATRIZ ALEXANDRA BECHER. "THE MEANING OF CHANGE OR THE CHANGE OF MEANING?: AN ANALYSIS ON IMPLEMENTING COMPETENCY-BASED MODELS IN PEOPLE MANAGEMENT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9154@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
As organizações estão enfrentando um ambiente turbulento que exige mudanças rápidas e paradigmáticas. Para atender a estas demandas, modelos de gestão de pessoas por competências têm sido adotados como resposta à necessidade de um maior envolvimento dos indivíduos e busca de diferenciais competitivos para a organização (Dutra, 2004). Esta pesquisa teve como objetivo analisar a implantação destes modelos de gestão de pessoas com base em competências e os significados sinalizados pelas iniciativas de comunicação desta mudança organizacional, a partir da ótica de diferentes modelos referenciais (Weick, 1999; Klein, 1996; Ford & Ford, 1995; Van de Ven & Poole, 1995; Lewin, 1951). Utilizou-se uma abordagem qualitativa, com múltiplos estudos de caso. Foram selecionadas sete empresas de um setor da economia brasileira escolhido intencionalmente devido à intensidade e complexidade de seu processo de mudança: o setor de telecomunicações. Os dados foram coletados por meio de investigação documental, entrevistas semi-estruturadas e questionários fechados. As conclusões da pesquisa ressaltam a importância da comunicação na instauração do projeto de mudança e apontam para a necessidade de atentar para os significados que são construídos na organização como desdobramento dos processos de divulgação da mudança planejada e das diferentes fases de implantação dos modelos de gestão de pessoas com base em competências.
Today s turbulent business environment demands speedy and paradigmatic changes. To meet these challenges, organizations are adopting competency-based people-management models as a response to the need for greater individual commitment and as an important strategy for gaining a competitive edge (Dutra, 2004). This study analyzes the implementation of such competency-based models and their meaning for organizational change, as signaled by the communication initiatives the companies adopted, from the perspective of different theoretical frameworks (Weick, 1999; Klein, 1996; Ford & Ford, 1995; Van de Ven & Poole, 1995; Lewin, 1951). Using a qualitative approach, multiple case studies were discussed. Seven companies from the telecommunications sector were selected, as representative of a high clock speed industry that in Brazil continuously undergoes intense and complex changes. The research findings are based on information collected from in-depth semi-structured interviews, closed-answer questionnaires and archival data. The findings reinforce the importance of communication efforts for putting a change project into effect. They also highlight the need to unravel the meanings triggered by information strategies used during the different phases of project implementation considering the competency-based HR management programs as examples of planned change.

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Ritter, Kenneth C. "Implementing change : a guide for the DoD functional manager /\c Kenneth C. Ritter." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1993. http://handle.dtic.mil/100.2/ADA275030.

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46

Pearce, Warren. "The meanings of climate change policy : implementing carbon reduction in the East Midlands." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13680/.

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The UK 2008 Climate Change Act transferred a global policy issue into national legislation, establishing unprecedented targets for reducing emissions justified by scientific evidence. The Act prompted a question: could such stretching targets be achieved? This question is addressed through an embedded case study within the East Midlands region between 2010-2011. The research makes an original contribution to knowledge, taking an interpretive, decentred approach to subnational climate policy implementation, focusing on the policy meanings created and acted upon during the introduction of the Cameron Government’s austerity and localism agendas. These meanings are recovered using a mix of conversational interviews and meeting observations with policy actors. Subnational climate policy met significant challenges in being translated into action, being seen as peripheral to local policy concerns. Managers attempted to ‘embed’ climate policy within local authority practice, but were met with resistance and passivity stemming from climate policy’s diverse meanings amongst policy actors. Performance management was important in symbolising rational policy-making, rather than for its instrumental effectiveness. This briefly raised the priority of climate policy, but where locally compelling political arguments for implementation were absent, programmes became vulnerable to budget cuts. With stronger local arguments focusing on kindred policy areas such as fuel poverty and reducing local authorities’ own energy use, vulnerability was reduced. Localism brought such arguments into focus, as regional partnerships weakened and the National Indicators performance management framework was removed. Responses to these developments highlighted how perceptions of the location and flow of power contributed to meaning construction. The shift to kindred policy aims brings into question the plausibility of climate change targets predicated on scientific evidence rather than local policy meanings. The endurance of local climate policy is explained as a policy myth, enabling short term continuity with the promise of longer term change.

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Hoag, Elsie Leona. "Implementing on-site change : creating a mini-middle school in an elementary setting." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302142.

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Bowen, Gail Ann. "The Role of the Principal in Implementing Change in the Professional Development School." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278893/.

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This qualitative research study investigated the role of the principal in implementing change in the professional development school (PDS). The study involved 7 elementary schools and 4 school-university collaboratives in the Texas network of 17 Centers for Professional Development and Technology (CPDTs). The research questions focused on the role, leadership, and management concerns of the PDS principal.

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Cornell, Revonda Leota. "A study of transformational change at three schools of nursing implementing healthcare informatics." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002800.

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Hallencreutz, Jacob. "Models and meaning : on management models and systems of meaning when implementing change." Licentiate thesis, Luleå : Luleå university of technology, 2009. http://pure.ltu.se/ws/fbspretrieve/3350479.

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Dissertations / Theses on the topic 'Implementing change'

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