Term of Award
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Department of Leadership, Technology, and Human Development
Teri Denlea Melton
Committee Member 1
Barbara J. Mallory
Committee Member 2
Linda M. Arthur
The purpose of this study was to investigate strategies used by University System of Georgia registrars for implementing technological change and how those strategies align with Kotter's (1996) eight-stage model of change and registrars' readiness for change. The purposive sample was comprised of the respondents from the thirty-five University of Georgia System institutions. Eleven registrars revealed experiences, perceptions, concerns and ideas that were similar to the steps outlined by Kotter's eight-stage model. The study was a mixed methods approach that involved collecting and analyzing both quantitative and qualitative research data. Three major themes emerged regarding the strategies needed to implement planned change: engaging partnerships; planning, directing and encouraging; and, reengineering of processes. Two minor themes captured the experiences and readiness of registrars: readiness of registrars limited by institution timelines and growth; and, the registrar's enhanced preparation for growth due to technology demands. In terms of being effective, among other issues, registrars must be able to overcome barriers for change. This study provided information and an inventory of strategies that could be beneficial to registrars and practitioners in positions of leadership. Implications for future research, practices and strategies are also discussed.
Burden, Velma Stokes, "Strategies Used by The Georgia University Registrar When Implementing Technology Change" (2010). Electronic Theses and Dissertations. 332.