People in an organization have explicit (codifiable) and tacit (noncodifiable) knowledge about customers, products, processes, programs, mistakes, and successes. The process of knowledge management within camp organizations includes creating and collecting internal and external information sources, knowledge exchange among staff, and supportive…

Since 1988, considerable state and school/district energies have been devoted to implementing Re:Learning in Pennsylvania. This paper describes the experiences of Cycle I project directors who implemented Re:Learning in late 1988 or early 1989. Re:Learning is a national effort to redesign the total school system, based on Theodore Sizer's (1984)…

The University of Miami (Florida) information resources department developed and instituted a program of "jump level leadership" in 1989 to open communication between all hierarchical levels. Results include free flow of ideas within the department, organizational changes, and happier, more effective employees. Successes, problems, and…

It is argued that the failure of change in teacher education results from lack of understanding of the dynamics of change and the organizational features of teacher education, generally subject to external pressure. The role of institutional dimensions of problem solving, decision making, communications, goals, climate, and implementation are…

In 1994, the information technology organization at Indiana University, Bloomington, undertook a major computing technology conversion that affected 40,000 people. The project is described, and factors contributing to its success are discussed, including system architecture, marketing and customer communications, and migration of information…