Abstract
One of the more astonishing characteristics of educational research is the relative lack of social organizational analyses of higher educational institutions. There is even a greater gap in the literature with regard to thechange process associated with a given university or college. The present study is an examination of one college's attempt to change from a traditional white female “finishing” college to a larger biracial and coeducational college committed to experimental and innovative educational programs. Two ideal types of educational social organizations are utilized as explicit aids for the specification of the educational change process observed for the “Becoming Place” during the time period 1969 to 1975. The major findings, which are based on several data sources, can be summarized as follows. (1) Even when a proposed educational change is characterized by ideals of maximum involvement in the decision making process for all members of a college community, resistance to the change can be very substantial. (2) Ironically, little or no involvement by the faculty, students, and alumni in the initial decision to innovate was a major factor for the resistance to educational social change. The research is concluded with a consideration of the findings in terms of possible implications for the future of small colleges.
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Wells, R.H., Steven Picou, J. The becoming place: A study of educational change in a small college. Res High Educ 17, 15–32 (1982). https://doi.org/10.1007/BF00973660
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DOI: https://doi.org/10.1007/BF00973660