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Change champions: Champions change

By John Frank Deary

Abstract

Since the start of the 21st century the United Arab Emirates (UAE) is experiencing mass development, and this is accompanied by a growing attention to public sector organizations and their need for change. Linked to this need for change in the UAE higher education sector is the search for avenues that improve performance.\ud This thesis is about 'champions' and 'championing' change in a UAE higher education institution. 'Champions' introduce change, fight for change, and defend others through change. In turn, the champion can be viewed as representing a cuase and conquering change. There has been a tendency to overlook the importance of championing in a UAE higher education context, despite the attention given to institutional change in recent years.\ud In this thesis it will be argues that champions of change are a necessary and important part of higher education institutional change. A champion is somebody on whom others can rely during institutional change. While change may be implemented in the form of structured rationalisation and mission statements, it is the champions that secure institutional change. It will be argued that champions are the key to creating institutional change, and are also an integral part of an institution's wellbeing.\ud The goal of the study was to understand and explain how change leadership works at one representative institution. Following a review of relevant literature, research questions were formulated. These were addressed through an interpretive case study undertaken at a particular UAE higher education institution. The study predominantly used ethnographic methods of data collection, which allowed a set of themes to be identified from interviews, focus groups and observation(s) at the case study institution. It will be argued that the themes show how champions emerge during institutional change

Publisher: University of Leicester
Year: 2008
OAI identifier: oai:lra.le.ac.uk:2381/3959

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  1. (Participant 1) Actually, Mr. John, it’s not ending, it’s the starting.
  2. A lot 128
  3. All right. So you’re saying it started. How long have you been at the 41 college now, Dawood? Two years?
  4. Also in the secondary school we search only for the pass not the grade one, 171 only for pass. What we need to do is we need to pass this exam to go to 172
  5. And how much of that can you relate to fads.
  6. And in Dadra you have to know English.
  7. and that’s important to you?
  8. And you know my brother he graduated from Desert Rose College last year.
  9. Any other things that you believe have been to you important 108 changes at DRC in that time. You mentioned the campus.
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  12. Before I don’t like the English. Now I like to talk English language.
  13. But I think that’s probably an important thing to remember about here.
  14. But sometimes the housemaid they talk English. We must talk with him 345 English.
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  31. I talk with cousins and friends to have an idea 240
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  34. I’d say maybe the location because I’m living in Dadra.
  35. I’m trying to paint a picture here about how a person that may have the ability 216 to lead change - is there such a thing?
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  43. It might be difficult for us to feel it, but we are changing.
  44. It was nothing 224
  45. Just moving on a little bit, um, at places like DRC, who creates change?
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  50. of course.
  51. on the basis of what you’ve just said, when have you personally felt a 135 part of change. You feel you felt quite attached to initiatives of change - any 136 particular instances where you actually felt you were part of it.
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  59. so that - doi
  60. So you say ‘the rules’. What do you mean? doi
  61. So you talked to somebody else, doi
  62. so you talked to them.
  63. So you think the subject’s important,
  64. So you want to go through to get your bachelor’s. So you say it’s the 46 start, you say it’s the start of the changes.
  65. So you’re saying these have been the big changes for you since you’ve 163 been at the college. Anything else? Any other things that have been big changes?
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  71. That’s very important.
  72. The rules.
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  76. Three years. And Saleh?
  77. time management, attendance. It’s not important like in college 20% 152 course you know the penalty, no. In the secondary school it’s not important.
  78. To fads – things that come and go. 391 Reminder. Underline emphasis. Use – for short pauses and + for longer pauses ++ for 426 extended pauses 427
  79. To what?
  80. Underline emphasis. Use – for short pauses and + for longer pauses ++ for 389 extended pauses 390
  81. very different.
  82. Very important.
  83. Very important. Very, very important. doi
  84. What are the rules?
  85. What characteristics is there that make students and staff feel uncomfortable 114 about change?
  86. What was different about it? What things were different? doi
  87. When does change stick at DRC?
  88. When I came in the college I felt like I’m a big man. I respect myself. I 138 respect my teacher. I know about the meaning of the respect.
  89. Whether it’s been successful.
  90. who has helped you change since you’ve been at the college? Is there 226 anything that’s helped you to change?
  91. you can, doi
  92. You mentioned earlier about management leading change. In order for 204 management to lead change, what do you think that management needs to do to 205 consolidate change? What needs to be inherent?
  93. you mentioned this ‘more ideas’. Tell me more about this ‘more 60 ideas’. What’s been going on since - what do you think?
  94. You must to copy the letter 217
  95. you’re saying it’s a lot different to where you were at school?

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