[Abstract]: This doctoral dissertation research reports on the exploration of higher education academics’ pedagogical responses to complex societal postindustrialchange. The topic arises from a deep personal interest in processes of societal change and the need for such processes to be in the professional practices ofacademics. The research problem that guides the study is: In what way(s) and to what extent can University instructors be assisted to incorporate change-basedconcepts in their pedagogical practices through application of a conceptual framework for change infusion?In response to the problem, a change infusion model (CIM) arises from an analysis of authoritative literature on change. Change infusion is an educational process that utilises key concepts from theories of change to provide ameaningful context for pedagogical practice in times where pervasive societal transformation is the norm. Gay’s (1995) multiple stages of infusion are of particular importance in the CIM. The generation of the theoretical definition of infusion in the CIM provides practising academics with an explanatory system that enables them to infuse significant elements of change into pedagogicalpractices. In essence, the CIM purports to guide instructors to move beyond teaching about change to teaching for change.The research design includes the cognitive-constructivist theoretical foundations, with particular reference to Dewey (1933), Piaget (1951), Lewin (1951), Schön (1983, 1987), Calderhead (1988), and Patton (2002). Ofparticular importance is the analysis of opinions concerning pedagogical practice of a small number of University practitioners after engaging with theCIM during each of the three stages of trials. The trials utilize the cognitiveconstructivist quality of reflection as a means to link theory to practice.The conclusions from the research support a conceptual model, such as the CIM, for use to teach for change. As a result of the Stage 3 trial research in particular, the conceptual model from the beginning point of the study isrefined, thereby hopefully providing a useful tool for academics in a wide range of contexts and disciplines to respond in meaningful ways to the process ofmajor change that impinge upon them and their work.

Project (D. Min.)--Trinity Evangelical Divinity School, 1991. / Abstract. Includes bibliographical references (leaves 71-72).

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 108-111). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 108-111). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.A.)--Southern California College, 1999. / Includes bibliographical references (leaves [81]-82).

Thesis (Ed. D.)--Faculty of Education and Social Work, University of Sydney, 2005. / Title from title screen (viewed 22 June 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Education to the Faculty of Education and Social Work. Includes bibliographical references. Also issued in print.

Thesis (M.Ed.)--Murdoch University, 2002. / Thesis submitted to the Division of Social Sciences, Humanities and Education. Bibliography: leaves 108-116.

Thesis (Ph.D.)--University of Adelaide, Dept. of Economics, 2001. / Bibliography: leaves 350-402.

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 108. Thesis director: Gary Galluzzo. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 95-107). Also issued in print.