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                                                                                   1. INTRODUCTION

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                                                                                   1. INTRODUCTION

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The focus of this research is to develop a strategic change leadership model to accelerate and sustain diffusion of innovative technology in an Engineering Technology (ET) program through project-based learning (PBL).Innovative technology is being introduced widely in higher education, but resistance to change can retard progress in delivery of sustainable learning outcomes. In a competitive, resource-constrained, and technology-infused higher education environment, progress that is both accelerated and sustained is necessary to ensure successful learning outcomes in the long run. The alternative is severe and measurable attrition of students, underutilization of resources, and potential lack of employability of graduates.

To accelerate the diffusion of innovative technology in the Engineering Technology (ET) program at Drexel University, project-based learning (PBL)—based on student initiative, innovation, and investigation toward resolution of real-life problems—needs to be deployed in an accelerated and sustained manner. Students become critical thinkers with a penchant for life-long learning—and a propensity to a hands-on approach to creative, efficient knowledge acquisition and application.

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                                                                     2. RESEARCH TOPIC & RESEARCH QUESTIONS

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                                                                     2. RESEARCH TOPIC & RESEARCH QUESTIONS

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TOPIC: The purpose of this research is to develop a strategic change leadership model to accelerate and sustain diffusion of innovative technology in the Engineering Technology (ET) program at Drexel University through project-based learning (PBL).

RESEARCH QUESTIONS:

(1) Why is diffusion of technological innovation critical for 21st century higher education?

(2) What are the key innovative technologies to be diffused in the Engineering Technology (ET) program

(3) How can Project Based Learning (PBL) be deployed to accelerate this diffusion?

(4)  What is the ideal change leadership model to accelerate and sustain this diffusion?

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                                                                                  3.  CONCEPT MAP

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                                                                                  3.  CONCEPT MAP

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This concept map is a logical representation of the topic, research areas, research questions, and preliminary references for the research.
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                                                                 4. PURPOSE OF THE LITERATURE REVIEW

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                                                                 4. PURPOSE OF THE LITERATURE REVIEW

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The proposed literature review will explore the effectiveness of project-based learning (PBL) in the acceleration and sustainability of innovative technology diffusion in a higher education setting. It will also investigate change leadership strategies to enable sustainment of the acceleration of this technology diffusion.The literature review will thus be a springboard for the development of a change leadership model mediated by project-based learning (PBL)—for acceleration of technology diffusion, and its long-term sustainability.

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                                                                         5. HISTORICAL BACKGROUND

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                                                                         5. HISTORICAL BACKGROUND

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Project-based learning has its early roots in Confucius, Aristotle, and Socrates, who approached problems through inquiry, critical thinking, creativity, and doing. In the 20th century Dewey and Montessori popularized PBL. It has since evolved into an applications-oriented learning methodology. Today, project-based learning emphasizes learning activities that are long-term, interdisciplinary and student-centered. When PBL is used with 21st-century tools/skills, students are expected to use technology in meaningful ways to help them investigate, collaborate, analyze, synthesize and present their learning.

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                                                          6. LITERATURE STREAMS, THEORIES & CONCEPTS

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                                                          6. LITERATURE STREAMS, THEORIES & CONCEPTS

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LITERATURE STREAMS:

Four literature streams are considered in this study:

1.  Diffusion of technology in higher education;

2. Innovative technology diffusion in the Engineering Technology (ET) program;

3. Accelerated Project-based learning (PBL) methodologies;

4. Change leadership strategies for accelerated and sustainable outcomes.
THEORIES & CONCEPTS:

This study will seek to assess the effectiveness of Project-based Learning (PBL) in the acceleration and sustainability of innovative technology diffusion in the Engineering Technology (ET) program. It will also investigate change leadership strategies that will enable sustainability of the acceleration of technology diffusion in ET through PBL. The Eight-step C hange Model of Kotter (1995) will be a key component of this model to systematically overcome resistance to change. The Theory U concepts by Scharmer (2009) to lead from an emerging future, and the Seven-point Framework of effective change leadership by Fullan (2011) will also be incorporated into this composite change leadership model. Thereby, a theory-based strategic change leadership model mediated by the pragmatic project-based learning (PBL) tool will be developed for the Engineering Technology (ET) program at Drexel University.

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                                                                                 7. DEFINITION OF TERMS

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                                                                                 7. DEFINITION OF TERMS

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Acceleration: For the purpose of this research, 'acceleration' denotes i ncrease in the speed of diffusion of technology through an organization, institution, or program by overcoming resistance.

Change leadership: Change leadership concerns the vision, driving forces, and processes that fuel large-scale transformation in an organization.

Diffusion of technology: Diffusion of technology involves the dissemination of technical information and know-how and the subsequent adoption of new technologies and techniques by users.

Engineering Technology (ET): This is an applications-oriented profession based on knowledge of mathematics and natural sciences by higher education, experience, and practice for the implementation and extension of existing technology for the benefit of humanity.

Fullan's change leadership framework: Fullan (2011) lays out a seven-part framework to guide the leader through a reflective process of leading change that is based on informing through deliberate practice.

Higher education: Formal post-secondary education leading to academic degrees or professional certifications.

Kotter's change model: Kotter's (1995) eight-step framework for effective and lasting change in an organization by overcoming resistance.

Project-based learning (PBL): Project-based learning is a pragmatic learning methodology through specific goal-oriented projects. PBL emphasizes active, student-directed learning that reflects real life experiences to gain knowledge and skills by working for an extended period of time to investigate and respond to a complex problem.

Sustainability: The ability to be sustained, supported, or confirmed without depleting natural resources or jeopardizing the future.

Theory U: Theory U explores a new territory of scientific research and personal leadership, one that is grounded in real life experience and shared practices. At the core of the "U" Theory is presencing: sensing + presence. Journeying through "U" develops seven leadership capacities: holding the space, observing, sensing, presencing, crystallizing, prototyping, and performing,

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                                                                 8. SIGNIFICANCE OF THE RESEARCH

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                                                                 8. SIGNIFICANCE OF THE RESEARCH

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Innovative technology is being introduced widely in higher education, but resistance to change can retard progress in delivery of learning outcomes. This research is contextually significant because in a competitive, resource-constrained, and technology-infused higher education environment—specifically in the innovation-driven engineering technology (ET) program, accelerated and sustained progress is necessary to ensure successful long-term learning outcomes. The alternative is severe and measurable attrition of students, under-utilization of resources, and potential lack of employability of graduates.

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                                                            9. PREVIOUS RESEARCH AND LIMITATIONS

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                                                            9. PREVIOUS RESEARCH AND LIMITATIONS

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Project-based learning (PBL) has been used in education over a couple of decades as it emphasis a knowledge-intensive, student-centered strategy (Blumenfield, Soloway, Marx, Krajcik, Guzdial, & Palincsar, 1991; Thomas, 2000). Indeed, PBL promotes meaningful, enriched learning that enhances inquiry and problem-solving skills in a rich, authentic environment. The relevance and authentic design of projects may further be enhanced by the use of technology in the classroom (Guy, 2009).

In his meta-review of PBL, Thomas (2000) has done a masterful job of abstracting key themes within PBL, and comments succinctly on the development of the field since its inception in the 1990s. As PBL research spanned less than a decade at the time of this meta-review, the literature perused is inclusive rather than selective. The review explores underpinnings, effectiveness, evaluation, and future directions of PBL. This meta-review serves as useful background reading to the subject of project-based learning (PBL) and confirms the role of technology in its delivery.

An obvious limitation in the literature is the dire need to update the meta-review on PBL from 2000 to 2014 to identify best practice, approaches, and strategies to optimize and economize on PBL in diffusion of technology in an Engineering Technology (ET) program.

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                                                                        10. GAPS IN THE LITERATURE

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                                                                        10. GAPS IN THE LITERATURE

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The most obvious gap in the literature is that no meta-review of project-based learning (PBL) has been undertaken since 2000. This research will address this gap as part of the literature review. Also, no study has been conducted thus far using an effective change leadership model to both accelerate and sustain diffusion of innovative technology in a higher education environment through project-based learning (PBL).

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                                                           11. CONTRIBUTIONS TO THE LITERATURE

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                                                           11. CONTRIBUTIONS TO THE LITERATURE

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It is clear that there is an express need for efficient diffusion of technology in 21st century higher education—and the adoption of specific pragmatic tools such as project-based learning (PBL) to facilitate this diffusion with speed, economy, and practicality. A composite, strategic change leadership model would serve this purpose by promoting collaborative, accelerated, future-oriented, and sustainable change in an academic setting employing the pragmatic project-based learning (PBL). methodology. Such a model would promote better use of resources, improve morale, build reputation, and ensure long-term benefits to learners.

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                                                                                       12. NEXT STEPS

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                                                                                       12. NEXT STEPS

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Next steps include: (1) Systematically address the research questions in depth; (2) Test the PBL methodology for accelerated application; (3) Develop a composite model of strategic change leadership; and, (4) Conduct primary research of students and faculty from the Engineering Technology (ET) program at Drexel University to test and refine the composite change leadership model,