A Study On Organizational Change In The Transformation Of Local Undergraduate Colleges

Although as a relatively independent social organization,the university has formed a relatively stable organizational structure characterized externally by disciplines,majors and corresponding teaching units and research institutions based on teaching,scientific research and social services,but with the change of knowledge structure,social needs and policy orientation,the internal organizational structure of the university often makes some adaptive adjustments to win more social recognition and support.In 2015,The Guiding Opinions on Guiding Some Local Ordinary Undergraduate Colleges to Transform into Application Oriented Colleges and Universities officially opened the road of transformation and transformation of local undergraduate colleges and universities.How to achieve high-quality characteristic development and improve the employment quality of graduates has become a problem that educational administrative departments and local undergraduate colleges and universities urgently need to solve.Based on this,this study focuses on the organizational change of local undergraduate colleges under the background of transformation,sorts out the organizational goal change decision of colleges and universities and the changes it brings to the internal structure,analyzes how the faculty and staff understand and participate in the organizational change,and what impact the change brings.From the perspective of organization,this study constructs an analytical framework of organizational change in colleges and universities based on organizational adaptation theory,organizational decision-making theory and cognitive behavior theory;Taking L College,a newly established local undergraduate college in the west,as an example,this paper analyzes its entire organizational change process under the background of transformation.On the basis of sorting out the decision-making process of target change,the current situation and problems of structural change,the author compiled a questionnaire to analyze the understanding of the staff of the case university on target change,the evaluation of the implementation effect of the change,and the behavior level of participating in and adapting to the structural change during the transformation,while reviewing the implementation status of target change,structural adjustment,and the students’ understanding of professional courses Harvest evaluation and behavior to analyze the effectiveness of organizational change in the transformation of L College.At the same time,through in-depth interviews,this paper explores the impact mechanism of faculty participation and adaptation to organizational change in the transformation of schools,and further reveals the rules of organizational change in the transformation of local undergraduate colleges.The research found that the organizational change in the transformation of local undergraduate colleges is an adaptive process,which is caused by policies,oriented to meet the changes in external economic and social needs,and frequently interacted between multiple subjects at different levels inside and outside.From changing their own school running goals to adjusting the internal organizational structure to influencing the behavior of teachers and staff,the reform work is promoted to achieve the new organizational goals of colleges and universities.The decision-making of organizational goal change is that local undergraduate colleges and universities,under the background of changes in the external environment such as national policies,economic and social needs,based on the actual running of colleges and universities and their own survival and development needs,under the leadership of administrative forces represented by the leadership,through analysis,research and judgment of the changes in their environment,through internal deliberation and discussion,collect and unify the opinions of various internal faculty and staff,and gradually establish new running goals,Through publicity and promotion,the teaching staff will know,understand and agree.Under the guidance of the new goal,the organizational structure reform is a process in which local undergraduate colleges actively explore the training mode of applied talents and try to constantly improve their ability to serve the economic and social development by implementing structural element changes such as the addition of management service institutions and functional integration,the adjustment of college and department settings,and the reform of discipline and specialty structure.The L College of the case university has taken measures such as the quality improvement project of key disciplines and specialties,the dynamic optimization of talent training program,and the deepening reform of teaching methods to continuously deepen the construction of the practice curriculum system,vigorously promote the construction of the practice teaching base,deepen the integration of industry and education,strengthen the construction of the "double qualified" teachers,and improve the quality of talent training,so as to better adapt to the requirements of environmental changes.The research results show that in the process of transformation and implementation of organizational change,the behavior level of the faculty and staff of L College participating in various organizational change tasks is obviously positively affected by their understanding of the change objectives and evaluation of organizational change effectiveness;At the same time,the policies and systems formulated by the school,the reform initiatives of the faculty department,and the faculty’s ideas and work experience about change are also important factors that affect the faculty’s choice of behavior to participate in change.The organizational structure with the goal of building a high-level application-oriented university has been initially established,and the staff have made positive changes to the organizational change in the transformation,which is reflected in a relatively high level of participation behavior;From the perspective of students’ professional course learning,while the teaching reform of L College has achieved certain results during the transformation period,there are differences in the reform focus of different professional categories.At the same time,the transformation and transformation still face many difficulties,including the following three aspects: insufficient demand for talents from industrial enterprises,conservative social and cultural traditions,and the urgent need to straighten out the management system of universities and other external environmental constraints;Poor internal management operation mechanism leads to low efficiency,insufficient investment in school resources and other organizational management problems;However,at the teacher level of the main body of reform and implementation,there are still some problems,such as unsatisfactory team structure,lack of knowledge and ability,and solidification of ideas and experience.It is urgent to realize the transformation of teachers themselves.For the above problems,this study attempts to put forward the following policy recommendations: first,the country needs to improve the supporting policies for the transformation and development of local undergraduate colleges;second,the provincial government needs to increase the resource input and policy preference for the transformation of local undergraduate colleges;third,the competent industry departments need to use combination tools to guide the school enterprise cooperation to effectively promote the integration of industry and education.At the same time,the following countermeasures and suggestions are put forward for the organizational change in the transformation of local undergraduate universities: local undergraduate universities should improve the transformation and change goal decision-making based on the needs of industry and enterprises.The implementation of the goal change decision-making needs to pay attention to the interests of teachers and individual differences.The organizational structure change needs to be based on the learning tradition and advantageous disciplines and majors,promote the transformation of teachers with the concept of application-oriented education,and strengthen the quality of application-oriented talent training to evaluate the transformation and change effect.