Classic Theories – Contemporary Applications: a comparative study of the implementation of innovation
Bibliographic record
Abstract
In a classic article reviewing the field of planned change, Chin and Benne (1984) outlined three meta-approaches to the implementation of change in social and organizational contexts. These meta-theories of change – Rational-Empirical, Normative-Reeducative, and Power-Coercive – summarized the field of then-existing knowledge related to innovation at a systems level. Chin and Benne’s resulting framework summarized much of the practice in change management carried out to date and provided a framework for planning of change to be implemented over the next several decades. Research with a Public Sector focus carried out more recently (Popovich, 1998; Pozner and Rothstein, 1994) confirms that the theoretical orientations outlined in 1984 continue to be applied to the practice of innovation among modern public sector managers. This study outlines the relative popularity of each of the three meta-strategies within public sector environments within Canadian and Chinese Public Sector environments. Research interviews and literature indicate that there are significant differences, driven by culture and experience with change itself, across these two environments. Within the framework provided by Chin and Benne, current practice in a Canadian environment tends to favour a combination of Normative-
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".