ABSTRACT
It appears inevitable that the postsecondary sector faces deep contraction. How can it successfully respond to the emerging imperative to improve the quality of the learning of its students? One possible answer rests with the new, promising information-technology-based education solutions (see the publications of Educause). However, why are these solutions not being adopted more quickly? The answer to that question rests in the black box of faculty governance that is not well understood. One needs an understanding of why department-based governance exists and how it works to answer this query. I address these issues to prepare for the following argument: Flip the classroom from the lecture format to an instructor-as-coach model, embrace information-technology-based education solutions, and provide the necessary incentives for faculty and administrators needed to encourage use of the new information technology for the reformed classroom.
