Change initiatives often stumble, with Al-Haddad & Kotnour (2015) noting a failure rate of over 70%, often due to poor planning, resistance, and misalignment with organisational culture. In digital learning environments (DLEs), rapid technological innovations and varying pedagogical demands mean that leaders must balance economic efficiency with organisational values. As culture expert Jessica Renée has observed, a failure to strike this balance without both empathy and transition support for the end users impacted by the change can lead to resistance and lack of adoption (personal communication, February 12, 2025). She further noted that this type of failure can greatly prolong the change implementation timespan, leading to cost overruns and undue stress on organisational culture. Success relies on a structured plan that mitigates stressful impacts of uncertainties that are associated with change, considering the needs of the organisation, the people involved, and the work that they do.
Change Models
Many established change models share a similar basic structure: recognise the influence for change, formulate a strategy to introduce the change, and adopt the change as a permanent transformation of your organisation. Informed by these models, Figure 1 illustrates how leadership might address guiding change in DLEs. Multiple change theories influenced this visualisation.
Kotter’s 8 Steps
Steps 1–3 create urgency and vision, while Steps 4–7 reflect coalition building and institutionalisation (Kotter, 1996).
Lewin’s Model
The succinct unfreeze-change-refreeze model (Lewin, 1947) is reflected in the colour coding of the visualisation.
TPSH Model
The sequence of Threat, Problem, Solution, Habit (Biech, 2007) is reflected in Steps 1 (Threat), 2–3 (Problem), 4–6 (Solution), and 7 (Habit).
Participatory Action Research (PAR)
Step 4 engages stakeholders, ensuring perspectives and lived experiences co-create solutions, reducing resistance and increasing buy-in (Reason & Bradbury, 2008).
Beer and Nohria’s Theory E and Theory O
Balances economic efficiency (Steps 2–3) with cultural alignment (Steps 4–5), addressing both hard and soft aspects of change (Beer & Nohria, 2000).
Figure 1
How Change is Addressed by Leaders in Digital Learning Environments
1. Identify Catalyst for Change
Recognise the catalyst for the change. This could be an external force, such as market demand, technological innovation, or a pandemic. It could be due to an internal force, like an organisational change, feedback from stakeholders, or an identified performance gap. Gather data and evidence to understand the catalyst.
2. Analyse Impact on Current State
Assess the existing digital learning environment to identify strengths, vulnerabilities, and gaps that relate to the catalyst for change. Use tools like SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) to understand the impact on organisational goals.
3. Assess Need for Change
Balance economic priorities (e.g., cost-effectiveness) with organisational values (e.g., alignment with mission and values). Evaluate the urgency of the transition, as well as the impact of delaying the change.
4. Engage and Activate Impacted People
Involve stakeholders (educators, learners, IT staff, leaders) in the change planning. Consult those affected by the resulting actions of the change. Potential solutions can be co-designed through Participatory Action Research (PAR). This helps to build consensus while increasing buy-in and commitment.
5. Design and Plan Elements of Change
Identify the resources required to design and plan what is required to implement the change (e.g., funding, technology, training). Personnel needed to implement the change should be identified and consulted. Consider the communication strategy to update relevant materials like marketing and recruitment collateral. The plan should also include how a successful change implementation will be measured.
6. Implement Change Plan
Execute the change plan. Monitor progress and address challenges that arise; adjustments may need to be made during the implementation that were not anticipated during the planning stage. Allow feedback to inform mid-stream refinement.
7. Assess the Results
Evaluate the outcomes of the implemented changes against goals of the change plan. If the goals were not satisfactorily met, identify the cause of misalignment. Gather feedback from various perspectives to inform your assessment. The duration of this assessment period may vary. If adjustments are needed, determine what stage of the process needs to be revisited so corrections can be made.
“Change” suggests the transformation from one state to another. Given how modern environments are in a continual state of change, educator Frank Bergdoll suggested that he prefers to think of change management as “evolution management” to acknowledge our constant state of growth, change, and adaptability (personal communication, February 12, 2025). Change and evolution are a certainty. The scope of the change often demands that it be carefully managed by a focused, intentional process to encourage a successful outcome.
References
Al-Haddad, S., & Kotnour, T. (2015). Integrating the organizational change literature: a model for successful change. Journal of organizational change management, 28(2), 234-262.
Beer, M., & Nohria, N. (2000). Cracking the code of change. Harvard Business Review.
Biech, E. (2007). Models for Change. Thriving Through Change: A Leader’s Practical Guide to Change Mastery. Alexandria, VA: ASTD [Retrieved from Skillsoft e-book database]
Hiatt, J. (2006). ADKAR: A Model for Change in Business, Government, and Our Community. Prosci.
Kotter, J. P. (1996). Leading Change. Harvard Business Review Press.
Lewin, K. (1947). Frontiers in group dynamics: Concept, method, and reality in social science. Human Relations, 1(1), 5–41. https://doi.org/10.1177/001872674700100103
Reason, P., & Bradbury, H. (Eds.). (2008). The SAGE handbook of action research: Participative inquiry and practice (2nd ed.). Sage Publications.
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