Institutional Theory and Educational Change

Are some educational organizations “smarter” than others in their capacity to solve problems and introduce change initiatives? Rather recent developments in organization theory suggest the answer is quite probably yes. The objective of this article is to integrate three key segments of the research literature (organizational memory, organizational learning, and institutional theory) into an overall conceptual framework. An argument is made that the framework lends insight into three progressively comprehensive types of change: homogenization (where one school adjusts its composition to look like other schools), evolution (where first steps into unknown territory are taken), and reform (where significant transfiguration takes place).

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