"The implementation leader should have practical and personal experience of what he or she is asking others to do, and should speak from his or her own experience and skill base. This is a serious problem with many implementation initiatives. the pioneers with personal experience are not the managers or central-support unit directors who are typically given project resonsibility. The pioneer has the experience, but not the central-unit position (and probably not the managerial skills) to be the leader of the implementation team" (p. 60)
It is an interesting problem of high relevancy for Operation Move and the development of my institution. We have to consider how this problem can be solved. It might be a good idea to slow down changes so that it is possible for other persons than the pioneers to take active part. On the other hand, it might stop the change processes. So, it is a real dilemma.
Collis and Moonen add further perspectives when they characterize academic staff as people who don't want to change just because someone claims that it would serve the future of the institution. Top-down changes are accordingly "difficult to carry out in university contexts" (p.61)
Collis and Moonen provides 4Es as a solution to the challenge of implementation:
Effectiveness - which covers concrete measurable targets, expected concrete benefits and a supporting reward-system
Ease of use - user-friendly technologies, access and connectivity is supported 24/7
Environment - the vision and the support level enhance the use of technology for learning
Engagement - personal engagement in technology for learning related purposes
It is a clear coherent model. However, the model requires leadership - from visions to concrete actions.
References
Collis, B. & Moonen, J. (2001). Flexible learning in a digital world. London: Kogan Page.
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