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Through targeted research, CCCI aims to achieve two main purposes:

  1. Comprehensively document and analyze changes and innovations in technical education since the pandemic’s onset, and identify key patterns and priorities, paying particular attention to how the most vulnerable student populations are being accommodated and affected;
  2. Gain a deep understanding of how institutional, instructional, and system leaders and faculty engage with these changes, as well as their perspectives on the immediate and enduring impacts on advanced technological education.

We integrate two theoretical lenses to guide our research: disruptive adaptation theory (McGee, 2012) and Kezar’s (2018) multi-faceted framework for understanding change.

Multi-faceted Framework for Understanding Change and disruptive adaptation theory graphic. A link to the full description is after it.

Multi-Faceted Framework for Understanding Change
On the left: A sledgehammer with the text “Crisis and Disruption” text on it.
In the middle: “Change and Innovation in ATE” in an arrow across the top that is pointing to the right.
Below that are four boxes with text, left to right: Type of Change, Context for Change, Agency and Leadership, and Approach to Change. Forwards and backwards arrows are in between each of these boxes. The last box with “Approach to Change” has an arrow to the right of it that points to “Future of ATE” with a graduation cap.
Running below the boxes is an arrow pointing to the left that has the text Contextualization of Solutions and Responses to Disruption.
Disruptive Adaption Theory