Many teachers may well have very good ideas on how they would
wish to see the curriculum changed and developed to meet the
needs of a rapidly expanding technocracy. How successful they
may be, however, in terms of delivery of those ideas in practice
is perhaps suspect. This study is directed at arriving at some
perspective on the management and delivery of change in the
field of design education, although many principles and concepts
may well be transferable to whole school curriculum/
organisational renewal needs.
It is doubtful whether anyone feels totally prepared for change.
Often those who attempt to innovate and introduce change may
find it effects far less in patterns of teaching/learning than
they had hoped for. Little in the way of productive theory
about those conditions that might lead to desired change has
until recently been readily available....cont'd.
A Master's Thesis. Submitted in partial fulfilment of the requirements for the award of Master of Philosophy of Loughborough University.