Examines the role of the internal organizational development consultant from the consultant's viewpoint. This special section presents an article in diary form attempting to derive learnings from a consultation project and a comment on that report which includes an action model. Three data-based case studies follow. (JAC)

Higher education must not be permitted to drift away from the society it seeks to serve, but must change as society does. Organizational resistance to change must first be recognized, and planned change based on organizational mission and goals, change objectives, and change actions can be effected. (MSE)

The process of reorganizing the administrative structure of the Western Australian Institute of Technology is chronicled, from the early decisions to improve community ties, academic climate, openness to change, and cost effectiveness through a variety of proposals, theoretical considerations, and evaluation. (MSE)

Planning change through faculty and administrative development is discussed. The development of a comprehensive faculty and administrative development program involves instructional, curricular, organizational, personal, and professional development. (Author/MLW)

Reveals 16 findings of a study on whether high schools using Competency-Based Testing altered their curriculum differently than Non-Competency-Based-Testing Schools and, if so, what factors (e.g., school size, ethnic makeup, or community type) contributed to the differences. Makes seven recommendations based on study findings. (DMM)

A standardized methodology for identifying, defining, and measuring work behavior and performance rather than production, and a methodology that estimates the costs and benefits of work innovation are presented for assessing organizational effectiveness and program costs versus benefits in organizational change programs. Factors in a cost-benefit…

From a British perspective, the author describes and comments on Norway's recent curricular and educational reforms: the development of the grunnskole for students ages 7-16, with emphasis on the lower secondary (ungdomsskole) 14-16 phase, and reforms in the upper secondary (videregaende skole) for ages 17-19. (Author/SJL)

Presents guidelines found to be effective in the reorganization of learning resource services toward consolidation of campus-wide learner-oriented support activities. (RAO)

The experience of Indiana University in managing information resources--computing, word processing, telephone services, mail services, microfilming, and duplicating services--in a more integrated fashion is described and strategies to overcome tradition, the fiefdom syndrome, and institutional inertia are detailed. (Author/MSE)

Illustrates the importance of adopting a formal strategy for eliminating programs. Outlines a three-step procedure for identifying candidates for elimination, evaluating these programs, and implementing the decision. The procedure provides community service agencies with guidelines for better serving the needs of their clientele. (SK)

After considering the processes and trends leading to the increasing litigiousness of American society, this paper documents and analyzes the progressive encroachment of the judiciary into academe as a legitimate means of conflict resolution. The impetus for these conflicts and the resulting types of lawsuits are investigated and implications…

In the 1970s, comprehensive secondary schools were mandated in England. This article reports a study of the effects of reorganization on seven East Midlands secondary schools. From interviews with administrators, information was collated concerning curricular changes occurring since reorganization, the formal organization adopted, and internal and…

Organizations go through life cycles that affect their behavior. Growth models often relate to leadership. In a study of one mental health center's development, growth is related to funding. If funding remains diversified and productivity is kept high, growth of a mature organization remains manageable. (JAC)

Four aspects of organizational development (OD) strategies, which have been used in schools over the past 15 years, are reviewed: values, goals, and assumptions; models and operating characteristics; impact on achievement, productivity, and attitudes; and the future use of OD in schools. (Author/RD)

Reviews the changes in management approach that have been implemented at the headquarters of the New York City Board of Education. Discusses individuals' roles in revamping administrative procedures, and considers the importance of urban educational research in shaping new policies. (GC)