Using the metaphor of a "roadmap," this article provides suggestions for strategic long-range planning for school districts. Critical factors include a mission statement, strategic goals and objectives, and specific game plans for accomplishing and evaluating tasks. (TE)

The movement to reform college athletics programs has been least well implemented in the institutions at which it was aimed, those sponsoring the largest and most expensive programs. Some blame the institutions for lack of courage in making changes that would restrict their competitiveness. (MSE)

An examination of the collaborative work structures located in and around the leading research universities of the United States offers insights for improving information processing. Collaboration is needed by the information processing society. While the academic department remains the home, the interdisciplinary research group is emerging as the…

The development of a university-wide office automation plan, beginning with a short-range pilot project and a five-year plan for the entire organization with the potential for modular implementation, is described. (MSE)

Complex institutional problems require comprehensive and complex solutions, including such strategies as defining or redefining institutional mission, finding a market niche, planning, cutting costs and increasing income, structural change, enterprising leadership, and using existing assets and good luck to best advantage. (MSE)

Considers the problems inherent in British secondary school organization, the resistance to change built into the organizational systems, and possible organizational concepts that could serve the same general purposes (curricular oversight and student services) while adapting more successfully to changing needs and conditions. (PGD)

Examines the types of science created due to organizational demands, considering: centrality of peer review, university-industry partnerships, "pork barrell" funding, research misconduct, impositions of basic science, and other topics areas. "Openness" has become a matter for political debate, not scientific judgment alone. (DH)

Argues that the crisis of identity in English studies today is the result of continued failure to come to terms with radical changes in the concept of literacy occurring between the founding of the Modern Language Association and the formation of the National Council of Teachers of English. (EL)

Questionnaires and structured interviews were administered to 40 itinerant teachers within one British Local Education Authority's Special Needs Service. Motivational factors, staff preferences for training methods (past and future), and factors to consider in light of anticipated organizational change are explored. (MLF)

The similarities and differences of administrative and educational structure, government role, history, and union role in Australian and U.S. college mergers are outlined and discussed in terms of their implications for current Australian organizational changes. The impact of mergers on individuals is seen as the most salient consideration. (MSE)

The theory of organizational drift, or gradual assimilation of change within institutions, is applied to recent developments in Canadian institutions of teacher education, and other organizational theorists' criteria are used to support this alternative to traditional approaches to change in such organizations. (MSE)

Two questions are addressed: whether or not the revolutions in methodology realized in research have any real effect on classroom teaching and why there is a constant effort to find new methodologies. A new approach to the problem, focusing on changing the educational institutions themselves, is suggested. (MSE)

This paper helps identify the major varieties of organizational development models and methods and analyzes the characteristics of some. It proposes that most models are only descriptive and fail to offer the predictive and control aspects that are central to success. A predictive "synthesis" is offered. (Author)

Hartwick College demonstrates that individual self-renewal and institutional change can occur together when the operating mode is consensual, leadership is facilitative, and key campus groups are creatively linked. How this is achieved with faculty and administrator cooperation is described. (Author/LBH)

With a fifty-year history of commitment to serving adults, Widener University's University College recently volunteered to participate in CAEL's (Council for Adult and Experiential Learning) Adult Learning Focused Initiative (ALFI) by using the Institutional Self-Assessment Survey (ISAS) and the Adult Learner Inventory (ALI) from the ALFI…