Implementing innovative ideas: A multisite case study of putting Learning Reconsidered into practice

Leaders in colleges and universities across the United States are coming under increasing pressure to enhance the quality of programs and services on their campuses (Gensheimer, 2009; U.S. Department of Education, 2006). Although administrators and faculty have access to a growing body of scholarship to improve institutional quality (e.g., Kuh, Kinzie, Schuh, Whitt, & Associates, 2005; Pascarella and Terenzini, 2005), the majority of institutions continue to struggle to put innovative ideas into practice (Bok, 2006; Duderstadt, 2000). Furthermore, leaders and change agents have limited literature to consult to enhance their efforts because few studies have examined implementation in postsecondary organizations. To provide further guidance to administrators, this study used a multi-site case study approach and a backward mapping analytic strategy to examine three divisions of student affairs that implemented Learning Reconsidered (American College Personnel Association & National Association of Student Personnel Administrators, 2004), a national report calling for a series of innovative policies and practices. Data were collected via individual and small group interviews using a semi-structured protocol. A review of available documents was also conducted. The data are presented in three, in depth case studies. The study concludes with a cross-case analysis of the implementation process and forwards implications for theory and practice.;Three broad, overarching findings relating to implementation emerged across the three divisions of student affairs examined in this study. These include: (1) the influence of the initiation phase and adoption decision on implementation; (2) the multiple, cascading levels of adoption and implementation, and the shifting roles of senior student affairs officers and mid-level professionals; and, (3) the importance of technical and leadership capacity and how resources were employed to bolster professionals' capacity to implement. In addition, a river delta metaphor is presented that captures the iterative, complex, and relatively non-linear process by which innovative ideas are put into practice. The metaphor provides a framework for leaders and professionals throughout the organization to make sense of implementation and their role in the process.;The study concludes with implications for theory and practice. Theoretical implications include: (1) a changing conceptualization of the role of senior leaders and mid-level professionals as the implementation process unfolds; (2) how and when levers are employed is more influential than what levers are used; and, (3) the availability of sufficient time and space are the most influential levers. Recommendations for practice include: (1) the process should ideally stem from a period of organizational reflection; (2) organizational culture should be viewed as a road map, not a barrier; (3) the process should be inclusive of professionals throughout the organization; (4) change leaders should embrace their symbolic and behind the scenes role in the effort; (5) because of their central role in implementation, mid-level professionals must be adequately prepared to put innovative ideas into practice at the department level; (6) creativity and reasonable risk-taking should be promoted from the outset; and, (7) the pace and process by which technical and leadership capacity is bolstered needs ongoing attention from senior leaders and change agents.