Abstract

The purpose of the research reported here was to investigate the use of change laboratories in seeking enhanced understanding of, and potential solutions to, pressing issues experienced by university academics. Change laboratories have been used for curriculum and strategic studies in higher education in the past, but their use is not widespread. It is hoped that this research will contribute to and expand on the existing literature on their use in the sector. A change laboratory typically addresses difficulties in organizations undergoing change and involves on-the-ground participants in a series of collective problem-posing and solving workshops. The methodology bears some similarities to action research but is guided by learning principles and tools drawn from activity theory. Owing to constraints with conducting face-face workshops, the change laboratories were conducted online, which is itself a relatively novel method of delivery. The context of the study is that of problems emerging as technical institutes move to become fully fledged universities of technology. In conducting the research, it was found that the participants were able to use the methodology productively to work through and propose resolutions to existing issues they experienced within the university. However, the online method required modification to enable more participative activity. Flowing from the research, the author suggests that the methodology holds great promise for assisting university academics in coping with issues in times of change.