A follow-up to this response, The Role of Disciplines in Issues Programming, noted dissimilarity between issues programming and disciplinary programming. The error stems from a felt need to improve conditions, and the search for a model to meet that need. Therefore, the model was expected to be valued by CES staff as desirable and the paradigm shift was expected to be accepted without reservation. Role of Incentives Members of complex organizations are rational. These pressures are difficult to sustain when members of the organization have a high degree of competence and commitment and roughly equal professional status, especially in organizations with a high degree of individual autonomy.
Professional expectations relate to career advancement.
Faculty, including those without research appointments, must demonstrate credibility and scholarly growth of sufficient quality and quantity as judged acceptable by peers. Promotion and career advancement depend on the display of personal competency to primary stakeholders-the department and the discipline. Rational faculty don't lose sight of this fundamental fact. Proponents view tenure and promotion based on individual achievement as a barrier to issues programming. It may be, but the motivation of individuals and internal rules governing organizational structure must be addressed before change can occur.