Innovation in Adult Education: an Organizational Analysis

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Abstract
Research on the diffusion of innovations has largely ignored the effects of organizational variables on planned educational change. The present study developed and tested a theoretical model of the organizational dynamics of innovation in adult edu cation agencies. The data base consisted of a randomly selected, national sample of 651 adult basic education programs. Innovation was measured by a composite index of innovative instructional and administrative practices. Findings based on multiple regression analysis were consistent with the principal assumptions of the model. Size, differentiation of staff roles, staff professionalism, and reliance on professional communication channels were positively associated with innovation. Director's professionalism had the largest direct impact on program innovation. It was concluded that organizational variables, especially staff professionalism, exert a major influence on innovation in adult basic education agencies. Research and policy implications are discussed.

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