Changes often occur in organizational systems due to the technology, new methods, new understandings and emerging needs. This study examined the reasons, components, roles of the people involved and results of the systemic change process at a university preparatory department by using a self-initiated, prescriptive, and planned systemic change process. The aim of the study is to investigate how the planned systemic change initiative was processed and implemented. Data were collected over a two-year period. Data sources included documents, field notes based on observations, focus group interviews with alumni, and semi-structured interviews with stakeholders within the institution. Systems and systemic change conceptual frameworks guided the interpretative analysis of data. Findings showed that the system requires powerful reasons for change and there needs to be change in the components of the system such as organization, curriculum, communication and assessment. The analysis also highlighted the crucial role individuals play in the systemic change process. In this systemic change inquiry, a transformational pattern within the organizational and instructional domains emerged. The five main themes that relate to this process were: motivation, standards, structural change, whole school involvement and leadership.

由于技术，新方法，新理解和新出现的需求，组织系统中经常发生变化。这项研究通过使用自发的，规定性的和计划的系统性变革过程，研究了大学预科部门的原因，组成部分，所涉人员的角色以及系统性变革过程的结果。该研究的目的是调查如何处理和实施计划的系统变更计划。在两年期间收集了数据。数据来源包括文件，基于观察的现场笔记，与校友的焦点小组访谈以及与机构内利益相关者的半结构式访谈。系统和系统变化概念框架指导了数据的解释性分析。调查结果表明，该系统需要进行更改的强大原因，并且系统的组成部分（例如组织，课程，沟通和评估）也需要进行更改。分析还强调了个人在系统变化过程中发挥的关键作用。在这种系统的变更询问中，出现了组织和教学领域内的转变模式。与该过程相关的五个主题是：动机，标准，结构变化，整个学校的参与和领导。