Abstract
The rate and direction of educational change are major concerns throughout the literature on educational change. The lack of a broad-based, comprehensive model has further been identified. The purpose of this paper has been to integrate a variety of models and paradigms of educational change into one comprehensive model/paradigm.
To do this the literature of management information systems, system analysis and synthesis, management science, and the behavioral sciences was reviewed and a search for compatible data elements was made. From this search and comparison came the generic paradigm presented in this paper.
The paradigm is basically a “linking model,” with influence to be seen from a variety of other disciplines, as mentioned above. Components of this paradigm which make it somewhat unique are: community involvement, “temporary systems,” force-field analysis, forcing function, professional education, and computer managed and client assisted change. These concepts have existed independently in the literature, and are brought together in this paradigm as a holistic approach toward change.
The significance of and need for a system approach to educational change is emphasized in this paradigm, and the computer-based change process is inherent in managing change.
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