Using the case study provided (Lawrence H. Summers at Harvard), answer the three case questions using evidence from the case study to support your arguments. Lawrence H. Summers at Harvard May 22, 2000, Dr. Neil L. Rudenstine, Harvard's president from 1991 to 2001, announced his intention to retire. Although Harvard had benefited immeasurably from Rudenstine's leadership, the university's governing board, the Harvard Corporation, concluded that the institution had grown complacent. In 2001, the annual financial statements showed a $42-million deficit--$5 million worse than in the prior fiscal year. The treasurer and the vice president for finance delicately reported, "Harvard is not in long-term financial equilibrium," as revenues were insufficient to meet expenses and maintain existing facilities. Recession in the wider world heightened demands on the University to limit tuition and fee increases. And so, in March 2001, the board replaced Rudenstine with Lawrence H. Summers, a secretary of the treasury during the Clinton administration and a man more inclined to flatten than to flatter a colleague's vanity. When Summers accepted the presidency of Harvard University in 2001, he came into office with plans to expand the campus, put new focus on undergraduate education and integrate the university's schools. Summers wanted Harvard to regard itself as a single sovereign entity rather than as a group of loosely affiliated institutions. He wanted to change the undergraduate curriculum so that students focus less on ''ways of knowing'' and more on actual knowledge. He sought aggressively to shake up the complacent institution by, among other things, leading the battle to reshape the undergraduate curriculum, proposing that the university be more directly engaged with problems in education and public health, and reorganizing to consolidate more power in the president's office. Summers thought that universities had never had a greater opportunity to transform the world, because the world is ever more driven by ideas. It is ever more driven by personal connections that cross boundaries of nations, of class, and of ethnicity. He focused on providing access to the Harvard experience to students around the globe. The fundamental reason Summers wants to change the undergraduate curriculum is that, as he explains, the nature of knowledge has changed so radically. Summers often says that one of the two most important phenomena of the last quarter-century is the revolution in the biological sciences. But the intellectual revolution that Summers says he hopes to capture in the new curriculum is not limited to science itself. 7 He wants to make the university more directly engaged with problems in education and public health, and he wants the professions that deal with those problems to achieve the same status as the lordlier ones of law, business and medicine. ''The idea that we should be open to all ideas,'' stated Summers, ''is very different from the supposition that all ideas are equally valid.'' The Internet had quickly and dramatically begun to transform significant aspects of higher education, in a way that previous inventions (i.e. radio, television, newspapers, magazines, etc.) simply did not. He subscribed to the notion that distance education and the use of the Internet are perhaps the most important things that are going to be disruptive in higher education. As a result, Summers wanted to address how to finally determine the effectiveness of the new technologies for education, and for people and communities around the world. As president he oversaw significant growth in the faculties, the further internationalization of the Harvard experience, expanded efforts in and enhanced commitment to the sciences, laying the groundwork for Harvard's future development of an expanded campus in Allston, and improved efforts to attract the strongest students, regardless of financial circumstance, with the Harvard Financial Aid Initiative. His change efforts generated tremendous resistance, particularly among Harvard faculty. The faculty did not see any reason to make the changes Summers was making, was very comfortable with the way things were going and wanted to continue doing what they have been doing for years. Also, the changes were meant to drastically change organizational patterns, and as a result, the faculty in many departments felt threatened. His interactions with the university's faculty were frequently described as bullying and autocratic. Resentment and opposition boiled over following a speech that Summers delivered at a January 2005 conference on workforce diversity, in which he said that innate differences between men and women might be one reason fewer women succeed in science and math careers. The Harvard faculty revolted. February 2006, Summers was forced to resign. After his resignation, one of his female colleagues stated, "Summers is a clever man ... but he made the same mistake a lot of clever people do of thinking everyone else is stupid." Not a good management style, especially at Harvard, even if your policy goals are worthwhile. Questions 1) Identify and discuss any five of the eight "Environmental Factors Driving the Need for Change Leadership" in this case. 2) Using "A Framework for Change - Eight Stage Model of Planned Organizational Change," identify and discuss the eight stages and how Summers navigated the change process at Harvard. 3. Using the five elements incorporated in the "Keys that Help People Change," discuss and describe how well Summers changed people's thinking and behaviour at Harvard.