Based on experiences in establishing a personnel department and writing an affirmative action plan at Furman University, suggestions are offered for supervisory and employee training to reduce turnover rates. Selection, training, and motivation procedures are identified, and specific questions to ask applicants are listed. (LBH)

A synopsis of the development of education, particularly higher education, in Nigeria introduces a discussion of the need to make university education more relevant to the developmental needs of the country. Reorganization of universities and a different emphasis in research are among the problems to be faced. (JMD)

Outlines a program developed by the Dallas County Community College District to train educational leaders who could meet the challenge of the nontraditional student, assist faculty members to devise new instructional strategies, and deal effectively in the area of human relations. (TP)

A new technique, systems intervention, designed to deal with problems of needed change in complex organizational settings is described and its use reported in a case study of the relationships between Tufts University School of Medicine and its associated hospitals. The process combines system analysis and behavioral science techniques.…

Describes two years of an organizational change program in which a major federal agency utilized race training and organizational development methods to improve the effectiveness of its equal employment opportunity program. (Author/AM)

Innovative programs need to address themselves to staff development and organizational change. Teachers need to be involved in continuing education and incorporation of educational personnel into new programs, and also in producing structural transformations in the system. Paper prepared for the Chicago, 1975 Convention of the American…

As a field test of a new service, nine California state colleges and universities reviewed the kinds of changes they made in reevaluations of family financial strength and contribution. The changes were made as the institutions exercised "professional responsibility to make equitable judgments" in determining student need. (LBH)

Impediments to educational change were identified in six case studies of major innovative efforts in school systems. Their theoretical and policy implications are examined. The findings suggest the need for a reformulation of the theoretical scheme most frequently used to account for the fate of organizational innovations: overcoming resistance to…

The more schools seem to change, the more they deepen old ruts--a discussion of social scientists' ideas for innovations that tend not to be put into practice. (MM)

Based on current employment trends and potential interactions among them, the author offers his views of organization, technological, management, labor, and education changes that will take place in the next twenty-three years. Among these are increasing service work, more worker mobility, management role changes, continual education, and…

This study concentrates on the major organizational change of a massive university during its fight for survival. Three intellectual themes interweave as they form a framework to examine the problems of organizational change. (Author/RK)

This is a review of work done in the past twenty years with the Control Graph, including the evolution of Control-Graph studies, its relationship to other perspectives of organizations, and an overview of study findings. (Author)

The major goal of this one-year study at the USC Andrus Gerontology Center was to examine different ways in which an existing social and health service system could be reorganized to make services more responsible and accessible to older residents. (LBH)

Reports on a study of perceptions about the roles played by community college presidents during the reorganization of administrative structures from the division level through the president's level. Focuses on the perceptions of chancellors, presidents, and key administrators at two Texas community college districts. (DMM)

Successful implementation of assessment requires effective administrative leadership to get started, convert data to information, and use the information in making improvements. Assessment may pay its greatest long-term dividends as an organizational device for directing scarce reserves of institutional attention to teaching and learning. (MLW)