Organizational Culture and Change: Action Plan for Foreign Faculty Integration


  • Evrim Sencar


This paper investigates theories on how to adopt inclusive leadership practices in a strictly hierarchical academic organization. In 2013, the education ministry in Japan announced their English language reform plan to internationalize universities. The new reforms have brought a number of structural and curricular changes for university English education (Egitim, 2022). One of the changes was that all English classes would have to be taught in English. As a result, many universities adopted to the new reforms. In an effort to promote globalization, universities expanded their foreign faculty members. However, due to the strict hierarchical structure, decisions were made by a single authority at the top and communicated down through the hierarchy. Thus, everyone is expected to conform to the demands of the top management without questioning. This study attempted to propose a three-step action plan to help overcome the integration issues of foreign faculty members. The previous literature indicates that a new organizational culture needs to be in place for the  successful execution of large-scale changes (Burke, 2018; Jaaskelainen & Uusi-Rauva, 2010; Kotter & Cohen, 2002). Some studies also suggested that positive worker attitude is the most essential factor to enhance performance and productivity among workers (Burke, 2018, p.34). However, collaborative engagement of all workers is needed to allow everyone to embrace the intended objective and vision. Once all employees are given enough autonomy, they can take ownership of their roles. The shared leadership model allows all faculty members enough autonomy to take leadership in their area of expertise. Each member is regarded as the leader in that particular role.