ABSTRACT
Universities are highly dynamic, changeable contexts where structures, functions, key priorities and systems can be subject to major transformation and reconfiguration in efforts to improve institutional outcomes. Some reforms are driven by external factors, such as changes to government policy or funding, while others may be more institutionally determined, with the intention of enhancing university functions, such as student learning (Styron et al. 2015). A change in senior leaders is likely to stimulate a vast array of initiatives that are aimed at improving university outcomes. If the executive has been extensively revamped, each new leader is likely to generate a range of change initiatives. They may also hope for quite rapid turnarounds on development, design and delivery of those innovations.
