A Phenomenological Theory of Change in U.S. Higher Education: The Case of the Boyer 2030 Commission Report

Abstract

In Short A phenomenologically sensitive approach to leading change attends to how we structure systems of meaning and experience them, which is critical for facilitating coordinated action. Key concepts are multiple realities, motivation, and leverage, modalities of which bear directly on effective theories of, and coordinated actions leading to, institutional and cultural change. The Association for Undergraduate Education at Research Universities’ Boyer 2030 Commission Report is implicitly guided by these considerations, and its Curricular Analytics Project is exemplary of the report’s recommended change strategies.