Factors in the Adoption of Change; Identity, Plausibility and Power in Promoting Educational Change

The purposes of this paper are: (1) to briefly summarise engineering studies that have considered the problem of change, (2) to draw attention to relevant work on leadership in schools, and (3) to consider some socio-psychological dimensions of change. It is assumed that change is both necessary and contingent and in this respect it differs little from learning. The importance of identity and readiness for change and their significance have been underplayed. The prosecution of change and resistance to such change may be understood in terms of what such changes mean for the identity of individuals and groups. If change attacks the attitudes and values of individuals or groups it has to do so in a way that is plausible if it is to succeed. It may not do so if it creates cognitive dissonance. Challenges that create an "identity crisis" may call on ego-defence mechanisms and motives that are often displayed through the drive to retain power. Individuals and groups have to be prepared for change. Thus ideas have to be widely discussed and disseminated. Those who promote change must be prepared to see their ideas change, perhaps in ways they had not anticipated. These points will be illustrated by case studies in engineering and technological education in the British Isles