In this article, I begin by outlining some of the barriers which constrain sustainable organizational change in schools and universities. I then go on to introduce a theory which has already started to help explain complex change and innovation processes in health and care contexts, Normalization Process Theory. Finally, I consider what this theory might offer in practical terms to aid organizations and leaders in bringing about more sustainable and positive change in educational contexts.
BallSJ (2003) The teacher’s soul and the terrors of performativity. Journal of Education Policy18(2):215–228.
2.
BentleyT (2010) Innovation and diffusion as a theory of change. In: HargreavesALiebermanAFullanMHopkinsD (eds) Second International Handbook of Educational Change. Dordrecht, the Netherlands: Springer, 29–46.
3.
CalabreseRL (2003) The ethical imperative to lead change: Overcoming the resistance to change. The International Journal of Educational Management17(1):7–13.
4.
GreanyTWaterhouseJ (2016) Rebels against the system: Leadership agency and curriculum innovation in the context of school autonomy and accountability in England. International Journal of Educational Management30(7):1188–1206.
HookerLTaftA (2016) Using theory to design, implement and evaluate sustained nurse domestic violence screening and supportive care. Journal of Research in Nursing21(5–6):432–442.
7.
HookerLSmallRHumphreysCHegartyKTaftA (2015) Applying normalization process theory to understand implementation of a family violence screening and care model in maternal and child health nursing practice: A mixed method process evaluation of a randomised controlled trial. Implementation Science10(39), doi: 10.1186/s13012-015-0230-4.
8.
JonesPLewisJ (1991) Implementing a strategy for collective change in higher education. Studies in Higher Education16(1):51–61.
9.
KnightJ (2009) What can we do about teacher resistance?Phi Delta Kappan90(7):508–513.
10.
MayCFinchT (2009) Implementing, embedding, and integrating practices: An outline of Normalization Process Theory. Sociology43(3):535–554.
11.
MayCRMairFFinchTMacFarlaneA. (2009) Development of a theory of implementation and integration: Normalization Process Theory. Implementation Science4(29), doi: 10.1186/1748-5908-4-29.
12.
MorrisonK (2001) School Leadership and Complexity Theory. London: Routledge Falmer.
13.
NewtonJ (2003) Implementing an institution-wide learning and teaching strategy: Lessons in managing change. Studies in Higher Education28(4):427–441.
14.
PorterAKingstonMREvansBAHutchingsHWhitmanSSnooksH (2016) It could be a ‘Golden Goose’: A qualitative study of views in primary care on an emergency admission risk prediction tool prior to implementation. BMC Family Practice17(1), doi: 10.1186/s12875-015-0398-3.
15.
StarrK (2011) Principals and the politics of resistance to change. Educational Management Administration and Leadership39(6):646–660.
16.
StreatfieldPJ (2001) The Paradox of Control in Organizations. London: Routledge.
17.
ToyeCRA (2016) Normalisation Process Theory and the implementation of Resident Assessment Instrument–Home Care in Saskatchewan, Canada: A qualitative study. Home Health Care Management & Practice28(3):161–169.
18.
van DamKOregSSchynsB (2008) Daily work contexts and resistance to organisational change: The role of leader–member exchange, development climate, and change process characteristics. Applied Psychology: An International Review57(2):313–334.
19.
WallaceM (2003) Managing the unmanageable? Coping with complex educational change. Educational Management Administration and Leadership31(1):9–29.
20.
WengerE (2000) Communities of practice and social learning systems. Organization7(2):225–246.
21.
WilkinsR (2004) Running up the ‘down’ escalator: The contemporary approach to educational change?Management in Education18(1):6–11.
