Drivers of change effectiveness in public universities in the State of Amhara: Toward developing promising propositions through a critical co-constructive perspective

Most studies examining the effectiveness of system-wide change initiatives in public universities rely heavily on simplistic models of technical rationality that emphasize planning, control, and monitoring. This perspective is known to ignore the contextual and relational interactions that shape the understanding of educational change. Alternatively, the present study makes a case for the adoption of a Critical co-constructive stance to allow context-based solutions that optimize the successful implementation of the initiatives. With this stance, the study identifies context-based drivers and propositions grounded in the views of change implementers. Using 15 key informant interviews and 6 focus group discussions, data were collected from teachers, and academic leaders selected through theoretical sampling. The data are analyzed using the constant comparison technique. The study found that profound change is a critically co-constructed phenomenon that evolves through ongoing meaning-making among implementers. Additionally, the study identified 16 interrelated drivers and their respective propositions that optimize the chance of successful educational change. The drivers represent multilevel interactions within and across implementing institutions. Practical policy and efficiency implications for the development and implementation of change initiatives are discussed.