Table 3 Brief overview of how the eight most commonly used change theories informed project rationales, context, indicators, and interventions in the 97 reviewed papers. This mark (–) indicates that this was rarely or never informed by the theory within our sample
From: Change theory in STEM higher education: a systematic review
Change theory (N = # of papers) | Rationales | Context | Indicators | Interventions |
|---|---|---|---|---|
Communities of Practice; CoP (N = 26) | Learning occurs through participation | Mostly limited to the community | Measured faculty thinking, practices, social networks | Faculty Learning Communities |
Diffusion of Innovations; DoI (N = 19) | Ideas spread between individuals, adoption occurs in predictable stages, prerequisite = dissatisfaction | – | Measured faculty thinking, practices, social networks | Occasionally informed teaching professional development |
Teacher-Centered Systemic Reform; TCSR (N = 6) | Teacher’s beliefs influence teacher practices | Teachers work within classrooms, departments, universities, and disciplines | Measured faculty beliefs & practices | – |
Appreciative Inquiry (N = 4) | Start with what is positive in an organization and work toward desired outcomes | – | Occasionally informed focus groups to discuss organizational strengths | Departmental Action Teams; develop organizational practices |
Expectancy-Value Theory; EVT (N = 4) | Self-efficacy and task value determine engagement in change | Culture and practices in departments and institutions | Measured faculty motivation & influencing factors | Occasionally informed teaching professional development |
Four Frames (N = 4) | Changing culture is necessary for organizational change, four lenses reveal culture | Departmental culture | Used theory to interpret data about culture | – |
Paulsen and Feldman’s General Change Model (N = 4) | Motivation to change is necessary to engage in change, change occurs in predictable stages | – | – | Occasionally informed teaching professional development |
Systems Theory (N = 3) | Change requires attention to the system and interlocking parts of the system | Departments (and other units) are embedded within institutions and other social contexts | Occasionally prompted data collection from diverse stakeholders | Occasionally used to leverage the system |