Here's how you can overcome resistance to creative ideas and initiatives in higher education.

To effectively address barriers and overcome resistance in a team setting, you need a strategic approach that combines empathy, communication, and practical problem-solving. o Engage in conversations with colleagues to uncover the root causes of their hesitation. o Identify if the resistance stems from fear of failure, lack of resources, or other concerns. o Transform resistance from an impersonal obstacle into a series of solvable challenges. o Listen actively to understand the specific worries and objections. o Fear of Failure: Provide examples of past successes and emphasize a supportive environment. o Lack of Resources: Assess resource gaps and explore options for providing the necessary support.

There is no doubt that you will meet barriers; these barriers come in many forms; 1. the "we tried that years ago" barrier; 2. the "no one likes change" barrier; 3. the "I love to throw a roadblock your way" barrier; 4. the "do not take on more than you can chew" barrier; this one is probably the most logical one as your idea may not have been thought out; now, it is ok to dream big but there may be some things that you simply cannot overcome and/or the idea may not be as feasible as you think; 5. the "are you sure this is a good idea?" barrier; 6. the "other faculty thinking that you are taking away from their resources" barrier; 7. the "we are not that kind of institution" barrier; These are all real barriers.

Before you can effectively overcome resistance, you need to understand where it's coming from. Engage in conversations with your colleagues to uncover the root causes of their hesitation. Is it fear of failure, lack of resources, or something else entirely? By empathizing with their concerns and acknowledging the validity of their feelings, you create a foundation for open dialogue. This step is pivotal because it transforms resistance from an impersonal obstacle into a series of solvable challenges. When implementing a flipped classroom model, we faced resistance from faculty used to traditional methods. Through focus groups and one-on-one meetings, we identified concerns about student engagement and effectiveness.

Be human. We are all, at our core, human. We need to care about the people we’re working with, take interest in their families, learn about their projects. Show up to their events and respond to the things they care about. This is how we build relationships. It can’t be about you. It must be about them.

You can build alliances with corporations who want to support your creative vision. Example: Ameren invites high school students and young women to learn about careers in Engineering and AI. This collaboration helps youth see the value in higher education and the students get to meet interns who are completing college while working at Ameren. It’s a win-win situation where youth can visualize the value of higher education.

This "build alliances" is nothing more than lobbying for your idea. But do not worry about other faculty, get clearance and the go ahead from you immediate supervisor. You have to have your idea or something to change in mind but remember, in higher education, it is easier to move an iceberg with a toothpick than to see any real change. You will find that this can be quite frustrating when you see an obvious problem but no one is actually quick to act upon what you think is totally obvious. There are two "O" words you have to know when lobbying your idea; things that are Obvious and people who are totally Oblivious. Thus, you have to explain what it is you see and point it out.

At Galgotias University, we faced resistance when introducing a new research initiative. By identifying and engaging with faculty who had previously led successful projects, we formed a core team of advocates. We then: -Created Interdisciplinary Teams: Included members from different departments to bring diverse expertise and perspectives. -Established an Innovation Committee -Leveraged Success Stories -Organized Workshops: Conducted workshops to share strategies and offer support. As a result, we built a strong network of supporters, Building alliances not only strengthens your position but also creates a culture that embraces and nurtures innovation in higher education.

Alliances don’t have to be solely with colleagues in your own area. It’s well worth seeking out people in other areas who have similar values or relevant experience. In doing so, you’ll also develop a wider understanding of the institution and its culture - and maybe discover that there are already other ways of doing things than the way your own area takes for granted.

It's really pretty pathetic that people in higher education are often resistant to new things, new ideas, ways to change. We have to admit that working in higher education doesn't mean we know everything. It means we know enough to be curious about what we don't yet know. Find some innovators on campus (there are always some) and get them to try something new and engage others. When they're able to show that the new initiative works, i.e., improves teaching and learning, this will stir up interest in trying other things. Good luck! Hang in there! It will work if you keep on working it!

As in a typical selling exercise,one highlights the features and benefits; the benefits that can accrue because of the change when well explained,will gain approval faster . The benefits can be Monetary/non-monetary.In an Academic setting the changes/innovation can help build brand name/reputation/ranking which all stakeholders can be proud of.

When your new idea meets resistance, look at it from the lens of your audience. What does it take to get their buy-in? Recently, I presented an idea that would mean more work for me but it was a change for the better for our students - that sold it for me. A better student experience. But that wasn't enough to convince the powers that be. When I explained how it also helped our group from a financial standpoint, they said yes. This was an easy one. Not all cases are straightforward. Sometimes your approach needs to be as innovative as the idea you are presenting.

At Galgotias University, when proposing the introduction of a new digital learning platform, we focused on the benefits: Enhanced Learning Outcomes: Demonstrated how personalized learning paths and interactive content would improve student engagement and performance. Streamlined Processes: Showed how automated administrative tasks would free up faculty time for more meaningful interactions with students. Boosted Reputation: Highlighted how being an early adopter of advanced educational technology would position the university as a leader in innovation. By clearly articulating these benefits, we successfully shifted the focus from potential risks to the substantial rewards, gaining the necessary support for the initiative.

Over the last 35+ years, my work has focused on building and scaling initiatives that bridge learning with workforce needs. Key to this has been developing pilots with the intent to scale. Essential steps include: 1. Establishing program goals and success criteria. 2. Tracking progress through effective monitoring systems. 3. Iterative improvement based on lessons learned. 4. Demonstrating early impact to build support. 5. Engaging stakeholders, including administrators, faculty, and learners. 6. Ensuring replicability for broader implementation. These elements have proven successful in meeting initial goals and laying a strong foundation for broader implementation.

Un DIAGNóSTICO de contexto es un factor determinante en el análisis y aval de una propuesta docente. Conviene partir de datos cualitativos y cuantitativos, examinar el escenario, sus condiciones histórico-sociales, físicas, estadísticas y gráficos, qué demostrarán las problemáticas activas, emergentes y divergentes, así como también analizar la factibilidad financiera y de recursos, facilitarán comprender el problema, la propuesta y su viabilidad administrativa. En mi caso, el diagnóstico con método mixto, permitió visibilizar y lograr la graduación de muchos estudiantes desertores con estudios completos y sin título por no culminar su trabajo de grado posibilitando disminuir la deserción y apoyar a los egresados y sus familias.

Imagine a higher education institution grappling with resistance to the integration of technology into classroom teaching. To address this, they initiate a pilot project where a small group of faculty members test various educational technology tools in their courses for a semester. As the semester progresses, positive outcomes emerge, such as increased student engagement and improved learning outcomes. Initially skeptical faculty become advocates for broader tech adoption. The institution gathers valuable data to refine their approach and develop training programs for all faculty. This success not only overcomes resistance but also sparks a cultural shift towards innovation in higher education.

At Galgotias University, we faced resistance when proposing a new blended learning model. To address this, we launched a pilot project in a few selected courses. We focused on the following: Reduced Resistance: By starting with a limited number of courses, we minimized the initial investment and risk. Tangible Evidence: We collected data on student performance, engagement, and satisfaction. The results showed significant improvements, providing strong evidence of the model’s effectiveness Refinement: Feedback from students and faculty was used to refine the approach, addressing concerns and improving the implementation Support Conversion: Success in the pilot phase helped convert skeptical faculty members and administrators into supporters

At the same time, it’s important to make sure that there’s a proper pipeline from pilot project to wider implementation, so that time and momentum aren’t lost. Among other things, that helps to counter a strategy which opponents of change can sometimes use: agreeing to a pilot and then trying to make it (and/or its final evaluation) run slowly, so it becomes harder to follow up on a larger scale.

Resistance to creative ideas in higher education often arises from unfamiliarity or discomfort with new concepts. To address this, offering comprehensive training sessions is crucial. along with Customized Workshops, Interactive Training, Ongoing Support, Empowering Faculty, Recognition

Agora no século XXI o individualismo reina nas sociedades ditas modernas. Mas ao trabalhar de forma colaborativa a confian?a mútua é conquistada e todos ganham. A equipe engajada e feliz repassa esse sentimento para seus alunos.

Start by identifying the key stakeholders, such as faculty, administrators, and staff, who may encounter or contribute to resistance. Develop tailored workshops that incorporate interactive exercises, case studies, and discussions to help participants understand the importance of innovation and how to address resistance effectively. Emphasize the value of collaboration, communication, and leadership in fostering a culture of creativity. Provide practical strategies for navigating common barriers, such as institutional inertia, fear of failure, and resource constraints. Encourage ongoing reflection and feedback to reinforce learning and promote continuous improvement.

En mi experiencia, los procesos educativos, en general, se encargan, entre otros, de brindar guía a las personas en la aprehensión de la importancia de los conocimientos y de las habilidades sociales necesarias para el futuro desenvolvimiento en las organizaciones de cualquier cu?o social. En tal sentido, su importancia trasciende cualquier horizonte, el papel de la educación es brindar a las personas oportunidades llenas de posibilidades para crecer integralmente y de procurar cambios positivos. Por lo tanto, la educación se torna en medio imprescindible para llevar a cabo cualquier transformación en el ser humano que propenda a mejorar sus cualidades en el concurso de sus inagotables potencialidades.

Foster a Growth Mindset by Promoting a culture that embraces lifelong learning, innovation, and experimentation. Establish a culture of transparency, empathy, and inclusivity to encourage open dialogue and collaboration. Encourage faculty and staff to take ownership of initiatives and provide necessary resources and support. Build educators capacity and Offer workshops to help faculty and staff develop new skills and adapt to changes. Focus on student needs, experiences, and outcomes to drive innovation in teaching and learning practices.

I agree with the importance of building consensus within protocols generated by the group. Secondly, collaborating and implementing change start with active participation in developing relationships. In order to mobilize and collectively work in community, everyone has a shared responsibility to create unity and avoid chaos.

Uma das principais raz?es para a resistência a ideias criativas pode ser o medo do desconhecido ou a preocupa??o com a mudan?a. é importante abordar essas preocupa??es através da comunica??o aberta e transparente, explicando os benefícios potenciais das ideias criativas em termos tangíveis e relevantes para as partes interessadas. Uma estratégia eficaz é demonstrar exemplos concretos de como ideias criativas foram bem-sucedidas em outros contextos, mostrando evidências de seu impacto positivo e relevancia para o Ensino Superior. Isso pode ajudar a dissipar mitos e preconceitos sobre a criatividade e inspirar confian?a nas novas abordagens.

Show results Of possible, bring evidence of the actual work you want to change and the improvements in quality/time management/etc. you consider will make your idea. Frequently when people sees the difference they decide to make the change.

Ok, you have an idea. Great!!! You want to see a change. Wonderful!!! Now what? You have to get a sense of the history of the place, the culture you are working in; for example, if you are at a place where you want to do a research study but faculty there do not want to do research, be very careful. Why? Because they will perceive you as a threat meaning if you are doing research then they will think they will be required to do research. So remember, your great idea may be a threat to other faculty. The best thing to do is simply clear your idea with your supervisor so nothing comes back to bite them later or surprise them and quietly move forward and not make a big production out of it.

EVALUé, COEVALUE, AUTOEVALUé Y DISE?E PLANES DE MEJORA. La Pedagogía, la ciencia, las comunidades e individuos son cambiantes, diversos y complejos. De ahí la movilidad permanente de necesidades y acciones de mejora educativa, eficaces, eficientes y de alta calidad. La fractura entre el sistema social, la universidad, el contexto, y los actores educativos solo puede saldarse desde la comprensión dialógica del mundo, en donde todos podamos manifestarnos. Allí las metodologías de evaluación integral plantean desafíos entre agentes, sectores sociales y Estado. Enlazarlas como sentido en la docencia, la extensión y la investigación no es un proceso espontáneo. Requiere compromiso, juntanzas y la lectura crítica y sensible del entorno.

Transform higher education for a rapidly changing world and Empower students, faculty, and staff to innovate, create, and succeed. Manage change, foster creativity, and implement new initiatives. Effective communication, trust, and ownership are key. Encourage growth mindset, build capacity by providing most relevant training, and sharing best practices. Focus on student-centered learning, collaboration, and experiential learning.