Faced with unprecedented budget cuts, Western University had implemented vertical cuts in the Spring of 2010 resulting in the elimination of two departments within their College of Education. Western University was not alone in its struggle. Institutions nationwide were coping with similar financial constraints, with freezes, consolidations, and eliminations becoming commonplace and threatening institutional quality.The issue of how colleges and the leaders, groups, and individuals within them cope, process, and reorganize following eliminations has quickly gained importance, although there are few empirical studies to guide such changes. The existing literature on restructuring, particularly adaptability and change processes, has focused on the institutional and individual levels (Rubin, 1983; Eckel, 2003). A need for the development of more detailed theoretical frameworks, gaining perspectives of individuals at multiple levels, and addressing outcomes in addition to processes emerged (Astin, Keup, and Lindholm, 2002; Eckel, 2003; Lattuca, Terenzini, Harper, u26 Yi, 2009; Rhoades, 2000). The incorporation of the Burke-Litwin Causal Model of Organizational Performance and Change yielded perspectives of individuals at different levels as well as a detailed frame.A qualitative, explanatory case study was employed as the method for this investigation. The unit of analysis for this case is Western Universityu27s College of Education, with embedded subunits conforming to the levels of the Burke-Litwin model. In-depth, semi-structured interviews were conducted for this study, along with observation and document analysis.Results reveal several propositions which can be applied both theoretically and practically. Individual perceptions, of both faculty/staff and leadership, differ based on their espoused roles, impacting the concerns and focus of the reorganization, their feelings toward reorganization, and the perceived magnitude of the change. The influence of the external environment, particularly key figureheads, may unfavorably impact the perceptions of the individuals experiencing the change, thereby shifting focus away from the change process. Also, processes and actions within a change process are symbolically important and should be aligned with leadersu27 actions and potential solutions.
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机译：面对前所未有的预算削减，西方大学于2010年春季实施了垂直削减，导致其教育学院内的两个部门被淘汰。西方大学并不孤单。全国的机构都在应对类似的财务约束，冻结，合并和淘汰的现象变得司空见惯，并威胁着机构的质量。在淘汰之后，大学以及其中的领导者，团体和个人如何应对，处理和重组的问题迅速变得越来越重要。 ，尽管很少有经验研究来指导这种变化。现有的有关重组特别是适应性和变革过程的文献集中在制度和个人层面（Rubin，1983； Eckel，2003）。需要开发更详细的理论框架，获得各个层面的个人观点，以及解决流程之外的其他结果（Astin，Keup和Lindholm，2002； Eckel，2003； Lattuca，Terenzini，Harper， u26 Yi ，2009； Rhoades，2000）。结合组织绩效和变革的Burke-Litwin因果模型可以得出不同层次的个人观点以及详细的框架。采用定性，解释性案例研究作为本研究的方法。该案例的分析单位是西方大学的教育学院，其嵌入式子单元符合Burke-Litwin模型的水平。这项研究进行了深入，半结构化的访谈，并进行了观察和文献分析。结果揭示了一些可以在理论上和实践上应用的命题。教师/员工和领导者的个人看法因其所担任的职务而异，影响了重组的关注和重点，他们对重组的感觉以及感知到的变化幅度。外部环境（尤其是关键人物）的影响可能会不利地影响正在经历变化的个人的感知，从而将注意力从变化过程中转移出来。同样，变更过程中的过程和动作也具有象征意义，并且应与领导者的动作和潜在解决方案保持一致。
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