An analysis of frameworks for research on innovation and change in higher education

Abstract

This paper seeks to facilitate research on the processes of innovation and change in higher education, an area of scholarly endeavor which is attracting much interest of late. To meet this goal, a conceptual distinction is first drawn between the broad process of organizational change and the more specific processes of purposive change and innovation. Then, a typology of four research frameworks relevant to innovation and change is presented and illustrated through exemplary studies in the field of higher education. Using techniques of causal modeling, a prototypic flowgraph is constructed to capture the major features of each framework. Flowgraphs are cast in terms of posited relationships between generic variables which can be operationalized to suit the particular needs and setting of a given study. The authors further suggest that the most productive research on change and innovation in higher education will be based on sound theoretical reasoning employing combinations of the four frameworks. They argue that the specificity inherent in causal modeling can clarify important conceptual issues and thereby promote more informative investigation. There has been a continuing interest in studying and describing the process of change and innovation in higher education. During the 1960's this interest focused initially on the development of innovative, new institutions such as Oakland an