Appropriate uses of technology, for example, might increase student learning even at a decreased cost. Changing the way educators view their roles will not be easy. They have invested a tremendous amount of time and energy in the current paradigm and may be resistant or blind to the need to change. Dominant paradigms are not easily changed. Faculty members have been trained by example that they are to provide instruction and to grade students.
Administrators hire and evaluate teachers based upon how well they present material.
College policies often make it difficult for faculty to try new methods. Staff members have probably never been told that their jobs are to create an environment conducive to student learning. Students themselves may be resistant to change, having spent twelve years in an educational system that required them to be passive in class and to be competitive rather than cooperative outside of class. We will also have to deal with entrenched systemic support for the Instruction Paradigm. For example, society's outward belief that the business of higher education is instruction is reflected in the way institutions are funded.