Változásmenedzsment a felsőoktatásban.: Change Management in Higher Education

Abstract

This case study presents the results of a pedagogical innovation process have been started since 2019 at the National University of Public Service based on the narratives and experiences of the change management team and the strategic documents of the university. Leaders, practitioners, and academics strive to achieve pedagogical change by effectively developing and accessing learning skills, mentoring individual learning journeys, and cultivating personalized, creative professional communities. Our study aims to summarize and analyze the results of the pedagogically driven process of changes and to draw necessary conclusions and possible criticisms for effective continuation, thus supporting institutional development. In the context of organizational change in higher education, our research applied Kotter's eight-step change model to illustrate and discuss the process and the outcomes. This paper's findings might prove helpful for those committed to developing the quality of pedagogy in higher education by transforming educational practice.