Conflict and Change 251
Based on the perspectives provided in this analysis, it is clear that strategic
leadership brings a large array of resources to the demands and tasks of collegiate
change. As we have seen, these include:
- An emphasis on patterns of awareness and reflection that discern the contextual
identity of institutions of higher learning, including their interaction with the
driving forces of change - An interpretation of leadership that is focused on issues of human agency and
sense making, and that sets an agenda for change with an awareness of its threats
to personal and professional values - A sensitivity to institutional identity, story, and legacy, thus affirming heritage
while preparing for change - A collaborative process of strategic thinking and decision making, which builds
legitimacy for change and embeds it in a structured process of choice - A process of transparency in sharing information of all kinds about the institu-
tion, which raises the awareness of the institution’s strengths and weaknesses - The articulation of a vision for the future that reduces uncertainty and provides
motivation - The development of a set of measurable goals that give a specific contour to
change and provide an integrated sense of direction - A plan for communication about change and for the implementation of goals
that establishes confidence and credibility and builds a sense of momentum for
the future
THE NATURE OF STRATEGIC CHANGE
In order to avoid confusion and uncertainty about the intent of a strategy pro-
cess and to define expectations for strategic change accurately, it is important to
be clear about the various forms and dimensions of change. To do so, it helps to
consider two fundamental aspects of change, the scope of change and the time it
takes for change. Each aspect in turn has its own dynamics that produce varying
degrees of change. As to time, the speed of change can be considered in terms of
the poles of rapid versus gradual change, while its duration ranges from enduring
to temporary change. With regard to its scope, we can distinguish between the
breadth of change as pervasive or limited, while the element of depth considers
change that ranges from deep to superficial. Needless to say, many similar terms
and phrases can substitute for those suggested here (Eckel, Green, and Hill
2001).^1
The Scope of Strategic Change
These categories help us to understand the differences between strategic
change and other forms of change on a campus, including those that are opera-
tional or experimental, or that involve a response to crisis. Many operational