ABSTRACT
If we want to transform the structure and leadership of our organizations, we have to address change at the fundamental paradigmatic level. We have to change the thinking behind our thinking. Leaders who want to initiate real change processes must become aware that they have been acting out of a paradigm. Th ey must see the origin and nature of this existing paradigm and its eff ect on their management. And they must get to a point where they can feel the reality of an alternative paradigm-or the creative excitement of standing at the edge between paradigms. (Zohar, 1997, p. 25)
INTRODUCTION Th ere can be no doubt that the internal and external higher education environment has increased in complexity over the last 25 years. A volatile economic climate, complicated policy environment, heightened societal expectations, and complex management conditions have increased the challenges to leaders within colleges and universities. Some have responded with calls for a new way of leading, a new paradigm. In the context of this book, the term paradigm denotes a mental model, mind-set, or conceptual framework (Zohar, 1997). Older paradigms emphasizing rationality, certainty, and control fail to provide the theoretical, philosophical, and practical depth needed to address today’s challenges. “One … paradigm is not adequate to the task of understanding the network of the intricate and ambiguous human relationships making up educational practice” (Kincheloe, 2006, p. 86).
