Managing Personal and Organisational Changes - Essay Example

As a consequence, higher education institutions are today pressurised to follow an unconventional way of pedagogy approach and compete at the international level, as the desire and intention of the students to gain a global career opportunity increases in the 21st century societal context. This in turn has substantially increased the competition level faced by higher education institutions; whereby, political bodies have also been taking requisite measures in this particular sector to augment the level of competition (Coughlan, 2013).

Therefore, adoption of change, under such circumstances, becomes quite crucial for higher education institutions around the world. . Based on the findings, inferences have been drawn along with specific recommendations to the steps that university leaders can take while applying the change. A Critical Analysis and Evaluation on the Nature of the Changes, Difficulties and Opportunities Facing the Higher Education Institutions Using Relevant Organisational Change Management Models and Theories In the 21st century context, managing organisational change is accounted as a common challenge faced by industry leaders.

As by Waddell & Sohal (1998), organisational change management is considered as a major challenge in 21st century organisational management, fundamentally owing to the functioning of two pivotal factors; one is the involvement of multiple change driving forces and the other is the influenced caused by retraining factors. In agreement to this notion of change management, By (2005) and McMurray & et. al. (2010) had argued that resistance to change is a common phenomenon that causes massive hindrances in applying change management strategies.

This particular change management theory can be well assessed applying the Lewin’s Force Field Analysis model in the context of higher education sector. According to this model, change can be managed efficiently with the accurate identification of ‘driving forces’ and ‘restraining forces’. While the driving forces implies those factors that influence and causes change in the organisational context, restraining forces tend to work as an obstruction or barrier to change enforcement (Hunt & et. al., 2006).

When applying the Lewin’s Force Field Analysis model in the higher education sector, the driving forces can be identified in terms of job market alterations, business context changes, political changes and other societal changes that have