Overview
HEA 630
Fawn Perry posted Apr 23, 2026 11:52 PM
Greetings Everyone,
My name is Fawn Perry, and I am an academic advisor in the business vertical at SNHU and an adjunct instructor (Technology and Society) at SNHU. I received a Bachelor of Science in Psychology from Midwestern State University, a Master of Education (M.Ed.) in Curriculum and Instruction from Concordia University-Portland, and recently completed my Doctor of Education (Ed.D.) in Higher Education Leadership from Concordia University-Chicago. I am a lifelong Texan and currently reside in Houston.
Change theories are important because they help higher education administrators understand what is happening during change instead of reacting only to surface problems. Change in higher education is not linear or predictable. It is shaped by internal operations and external pressures such as policy, funding, and student needs. Fullan (2012) explains that change is constant and cannot be fully controlled or solved, but it can be managed more effectively when leaders understand how it works in practice. In higher education, this matters because administrators are often asked to respond to shifting policies, financial constraints, and student needs simultaneously. Gabay and Voyles (2020) explain that change theories help leaders identify whether change is planned or unplanned and whether it comes from internal or external forces. This helps leaders respond in ways that fit the situation instead of reacting without direction.
Lewin’s model explains change through three stages: unfreezing, moving, and refreezing. Unfreezing prepares people to let go of old routines. Moving involves implementing new practices. Refreezing stabilizes those practices so they become the new normal. Gabay and Voyles (2020) also note that Lewin focuses on driving forces that support change and restraining forces that resist it. This leads administrators to focus on what needs to change, what may block progress, and what support is needed to maintain new practices.
Kotter’s model explains change through a structured process that builds urgency, forms a guiding team, develops a vision, communicates the vision, removes barriers, creates short-term wins, and builds momentum for long-term change. Gabay and Voyles (2020) explain that Kotter emphasizes leadership coordination and communication throughout each stage. This approach focuses attention on how urgency is created, how leadership teams guide the process, and how early progress is used to keep people engaged.
Fullan (2012) takes a different approach. He explains that change is ongoing, unpredictable, and shaped by relationships and learning. Change cannot be fully planned because conditions shift as people respond and adjust. Instead of following fixed steps, success depends on collaboration and continuous learning. Fullan also notes that problems are part of the process and often support learning rather than block it. This perspective shifts attention to how people respond to uncertainty and how institutions adjust when outcomes change.
These theories offer different ways of understanding change. Lewin focuses on preparation, implementation, and stabilization. Kotter focuses on structured leadership steps and maintaining momentum. Fullan focuses on continuous learning and adaptation. Gabay and Voyles (2020) explain that identifying the type of change matters because it determines how leaders design the process and who is involved.
During the height of the COVID-19 pandemic, I was a high school teacher and department chair for Career and Technical Education at my campus, which added a leadership responsibility during a time of rapid disruption. I also trained district personnel on how to support teachers in proctoring industry-based certifications remotely through vendors such as Certiport, so students could continue earning credentials that contributed to College, Career, and Military Readiness (CCMR) indicators in Texas. These indicators directly affected district and campus A-F accountability ratings, so maintaining certification testing during remote learning became a high priority rather than an optional task. At the time, I was working at Houston’s longest historically failing high school, which had just broken an 11-year streak of “Improvement Required” status under the Texas accountability system. The shift to remote instruction created immediate pressure to maintain progress gains while also protecting student access to certification opportunities that influence graduation pathways and postsecondary readiness. This situation represented crisis-driven change and mandated (external) change, since it was forced by an external public health event and required immediate restructuring of established systems without planning. Lewin’s model helps explain the initial unfreezing of traditional testing procedures, as in-person certification delivery could no longer proceed as usual. Fullan’s perspective also applied because the situation required continuous adjustment, problem-solving, and coordination across staff as conditions changed week to week rather than following a stable implementation plan.
Fawn
References
Gabay, V., & Voyles, S. (2020, June 22). Best practices for leading positive change in higher education. Faculty Focus. https://www.facultyfocus.com/articles/academic-leadership/best-practices-for-leading-positive-change-in-higher-education/
Fullan, M. (2012). Change forces: Probing the depths of educational reform. Routledge.
Kotter, J. (2012). Leading change. Harvard Business Review Press.
HEA 630
Rwanda Luckett posted Apr 23, 2026 10:21 PM
The identification and application of change theories are critical for higher education administrators because they provide structured frameworks of transformation. These theories help leaders anticipate resistance, align strategies with stakeholder needs, and respond effectively to complex challenges. Potter and Devecchi (2020) emphasize that meaningful change in higher education requires a transformative approach that integrates leadership, institutional culture, and inclusive practices. One widely used framework is Lewin’s Change Model, which includes the stages of unfreezing, changing, and refreezing, guiding leaders through preparing individuals for change, implementing new practices, and stabilizing those changes over time (Science Insights, 2026). In comparison, other theories such as Kotter’s 8-Step Model focus on creating urgency and sustaining momentum, while complexity-based approaches highlight the unpredictable and adaptive nature of change in higher education environments. These theories influence how administrators analyze key questions, such as how to engage stakeholders, communicate effectively, and ensure long-term sustainability. For example, Lewin’s model emphasizes reducing resistance prior to change, while other models prioritize continuous adaptation and stakeholder collaboration.
During the pandemic, I applied elements of change theory in a personal crisis leadership situation as a stay-at-home mother navigating significant disruptions to daily life, education, and family well-being. In the unfreezing stage of Lewin’s model, I recognized the immediate need to adjust routines due to school closures and health concerns, which required preparing my household for a new way of functioning. During the change phase, I implemented new structures, such as managing virtual learning for my children, creating consistent daily schedules, and ensuring emotional support during a period of uncertainty. In the refreezing stage, these new routines became stabilized, allowing my family to adapt to ongoing changes more effectively. This experience also reflects transformative change, as it required rethinking traditional roles and approaches to caregiving and education within the home (Potter & Devecchi, 2020). The type of change represented is both planned and emergent: planned through the intentional creation of routines and emergent through adapting to evolving circumstances during the pandemic (Science Insights, 2026).
References
Potter, J., & Devecchi, C. (Eds.). (2020). Delivering educational change in higher education: A transformative approach for leaders and practitioners. Routledge.
What Is Lewin’s Change Model? Stages and Limitations. (2026, March 25). Science Insights. https://scienceinsights.org/what-is-lewins-change-...
HEA 660
Katelan Dicker posted Apr 22, 2026 12:59 PM
Hello Peers,
I hope everyone is having a good day. My interests in community college strives from my personal and current work connection. Right out of college at my small private and prominently white female college I applied to Monroe Community College. I have loved working and serving for the students at this community college. Community colleges can receive a lot of hate, simple because some view them as less superior. There my work I have meant international students who come from nothing, I have meant students who have no support system, I have meant war veterans and students who have kids. A community college is about chance, and opportunity to students who have so much more going on in their life’s, and I get to help support them and improve their life. That’s why a community college is important to me, I want to help students.
The Morrill Act of 1862 also known as the Land Grant Act was at the root of extended accesses into Higher Education (Hirschy & Wilson, 2002). A large portion of individuals gained access to colleges which they were once denied. It wasn’t until 1901 that the first community college was founded and the growth of community colleges would be slow. However, by the end of 1914 there were 14 public community colleges and 32 private (Hirschy & Wilson, 2002). The historical importance of the community college is the title “community”, Hirschy and Wilson (2002) said it best with this quote “There was also a sense of community pride in building these colleges and a sense of belonging and cultural development of the local citizens. There was a strong sentiment by community residents that college education should be available to all”.
There are many reasons why open access into community colleges is important below is what I believe to be some of the most key identifying reasons open access is important.
- Providing workforce certifications and job training
- meeting the needs of diverse student populations
- supporting the middle class
- providing pathways to workforce training and advanced degrees
- disrupting the cycle of intergenerational poverty
- supporting students into four-year colleges.
(Mullin, 2017)
Besides anyone who thinks we should take away open access to a community college is someone who has never had their education taken away from them.
Hirschy, A. S., & Wilson, M. E. (2002). The sociology of the classroom and its influence on student learning. Journal of College Student Retention: Research, Theory & Practice, 4(3), 201–215. https://files.eric.ed.gov/fulltext/EJ876835.pdf
Mullin, C. M. (2017, October). When less is more: Prioritizing open access. American Association of Community Colleges. https://files.eric.ed.gov/fulltext/ED579759.pdf
Lareese Blue posted Apr 26, 2026 4:34 PM
Hello,
Community colleges' dedication to equity and opportunity is what makes them historically significant. Since their founding, community colleges have eliminated barriers by providing a wide range of students, especially those from marginalized backgrounds, with an accessible, reasonably priced education. By offering degrees, certifications, and skills, this open-door policy has increased social mobility and workforce growth. Community colleges have therefore been essential in making higher education more inclusive and responsive to community demand