This monograph describes a new type of college administrator, the educational development officer, proposed by the National Laboratory for Higher Education. NLHE developed the concept over the past 3 years with the aid of representatives from selected colleges and universities who have been serving as EDOs. It conceives the EDO as a senior level,…

This monograph sets forth a portion of the research and theory base underlying the organization development program, 1 of the 3 major components of the National Laboratory for Higher Education''s Administrative and Organizational Systems program. It depicts some of the linkages among organization development, institutional research, information…

This study provides an overview of the status of jails and inmate populations in Texas in order to identify and solve existing problems. Analysis of the distribution of inmates among the 325 jails indicates that Texas has too many local jails for its total inmate population. Most of the jails lack adequate medical, recreational, or educational…

Paraprofessional programs in the schools of a metropolitan district were studied to test a theory about factors related to successful implementation of organizational innovation. Indices of variables were constructed from items on two questionnaires administered to a stratified random sample of paraprofessionals, teachers, and administrators. The…

A DISCUSSION WAS PRESENTED ON EXISTING AND POTENTIAL SOURCES OF EDUCATIONAL INNOVATION, THE CONDITIONS UNDER WHICH INNOVATION OCCURS, AND THE CHANGES WHICH MUST BE MADE TO TIE TOGETHER KNOWLEDGE AND PRACTICE. CERTAIN PROBLEMS OF DISTINCTION AND DEFINITION WERE NOTED. CURRENT SOURCES OF EDUCATIONAL INNOVATION DISCUSSED INCLUDED (1) CLASSROOM…

Reviews different research approaches that have been suggested by researchers working in the field of organizational analysis and management systems. (JG)

Examines the external change forces in the environment and their resultant impact on the internal structure and activities of an organization designed to jointly develop uses of computers and data processing techniques to facilitate the administrative, instruction, and research activities of member school districts. (Author/IRT)

Reviews the literature on temporary systems, reports findings from a study of five task forces, and provides a set of guidelines for an effective task force. (Author/IRT)

Changes in enrollment patterns and new demands on higher education suggest the need for greater institutional accountability for defining the needs and providing the processes through which individual faculty initiatives and those of basic academic units can have some play. (JD)

Planning, with particular attention to organizational and behavioral change, is necessary to solve the problems of academic libraries through library cooperation. A formal organizational development program and the involvement of all library personnel and users in the creation of cooperative programs will facilitate necessary change. (Author/JAB)

Reporting on three hearings held this spring by the Bureau of Indian Affairs Reorganization Task Force, this article presents highlights from the testimony of Forrest Gerard, Assistant Secretary for Indian Affairs and discusses the matrix system of organization currently under consideration by the BIA. (JC)

This paper argues that the usefulness of bureaucratic form to education is not high, presents the reasons leading to such a conclusion, and offers suggestions for limiting the future growth of educational bureaucracy, for reducing its present scope, and for coping with it as it now exists. (MJB)

Presents a model for designing interorganizational coordination (IOC) systems, based on the premise that different contexts support varying degrees of interorganizational coordination. Identifies key contextual dimensions that administrators should consider in designing an IOC program and suggests guidelines for selecting the appropriate level of…

Reports results of a survey that studied the use of social studies mini-courses in Kansas high schools. (JG)

The assertion that there is no general theory of change in higher education is the basis for a discussion of what theories guide the action of those in higher education and the role of theory in the process of individual and organizational change. (MSE)