ABSTRACT
Although educational structures may appear to be relatively static, they do gradually accommodate selective change, oft en in response to external factors that eventually force decision makers to consider new options. Few institutional leaders today would not acknowledge that technological innovation is perhaps the single most compelling factor that is driving them toward new organizational arrangements and, for many, it represents the most signifi cant change since their institutions were established. Despite its seemingly inherent resistance to change, and an historical unwillingness to keep pace with corporate innovations, higher education has entered a more industrialized phase, and the resulting changes in structure and systems will demand compatible leadership styles, including approaches that have not typically characterized the management of educational enterprises.
