A content analysis of change management strategies used in technological transitions in higher education institutions from the lens of a strategic alignment framework

Ingrid Guerra-López, Siba EL Dallal


Technology innovations have the potential to significantly strengthen the ability of higher education institutions to deliver on their core educational mission with greater quality, efficiency, and effectiveness.  Not surprisingly, managing technological changes is among the chief concerns for institutional leaders, and yet there is a dearth of research that provides concrete frameworks for managing this type of change in a higher education context.  Using Guerra-López and Hicks’s Learning and Development Strategic Alignment (LDSA) framework, this qualitative study used a directed content analysis approach to develop a contextualized framework for planning and managing technology change in higher education institutions.  The findings suggest that there is a meaningful fit between specific change management strategies found in the learning management systems (LMS) transition research literature and the LDSA framework.  The various strategies were synthesized and grouped around LDSA dimensions and core functions, resulting in a technological change management framework contextualized for higher education.


Strategic Alignment, Change Management, Higher Education, Institutional Effectiveness, Learning Management System (LMS) Selection, LMS implementation, LMS transition/migration

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DOI: http://dx.doi.org/10.24059/olj.v25i3.2395

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