A “muddled arrray of models”: theoretical and organisational perspectives on change and development in higher education

Understanding the change process in higher education requires the development of adequate theory. Theories are characterised by propositions which guide thinking, research and professional action. These propositions are a starting point for research, one goal of which is a contribution to the development and refinement of theory. Theory enables explanation, prediction and well-guided action to take place. An end-point to this is better understanding and influence over the change and development process in higher education. There is no general theory of change in higher education. So, what theories guide our action? This question is explored, together with a consideration of the role of theory in the process of individual and organisational change. The paper comprises two contributions, one by Cannon on theory development, the other by Lonsdale which is a reaction to and extension of Cannon's arguments, especially as they relate to organisational change.