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Whether personal or organizational, change is generally not received well in its application. People often offer support in theory but as the reality of change unfolds resistance manifests in various ways. The question is less about avoiding resistance and more about how an academic leader can best navigate through resistance to change.

To prepare:
•Consider personal and professional experiences of change in your life, either experienced firsthand or observed that was met with resistance.
•Reflect on how you might best navigate through change as an academic leader.
•Review this week’s media for examples of resistance to change.

Post a brief description of an experience where change was met with some resistance. If possible, share an example within a higher education setting that you have experienced. How was resistance observed? In what ways could it have been presented or handled differently? Explain two strategies you could use to lead through resistance to change in the higher education environment?

•Buller, J. L. (2015). Change leadership in higher education: A practical guide to academic transformation. San Francisco, CA: Jossey-Bass. ?Chapter 1, “The Only Thing We Have to Change Is—Change Itself” (pp.1–28)
?Chapter 2, “Reframing Change” (pp. 29–54)

•Kasworm, C. E., Rose, A. D., & Ross-Gordon, J. M. (2010). Handbook of adult and continuing education. Thousand Oaks, CA: SAGE Publications, Inc. ?Chapter 6, “Theoretical Frameworks for Understanding the Field” (pp. 71–82)
?Chapter 7, “Histories of Adult Education: Constructing the Past” (pp. 83–92)
?Chapter 9, “Policy and Adult Learning and Education” (pp. 103–112)
•Laureate Education (Producer). (2015). Introduce change process [Multimedia file]. Baltimore, MD: Author.

Grand City Community

Click the the link to go into the Grand City Community and go to Grand City University, Administration Office to view the “Introduce Change Process” media

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