ORGANIZING THE FACULTY WITHIN A COLLEGE 93 Additional considerations Even enumerating the ten categories above, numerous variations remain for how to organize faculty work. A new department could be created out of whole cloth (rather than as an offshoot of an existing department) when a university decides to launch a new degree program. Several Land Grant institutions cite examples of A&S “sharing” a department with the College of Agriculture or Engineering. Occasionally colleges attempt to organize all the departments into schools within the college. It is worth noting that, in gathering examples, we found that what gets done does not necessarily stay done. Departmental mergers fall apart; departments once sep- arated may come back together; a cluster of programs becomes a school within the college later becomes an independent school or college; or a new interdisciplinary center later becomes a department. Effective Processes to Encourage and Facilitate Buy-in to Change As the examples above illustrate, a number of circumstances provide opportunity for changing how faculty work is organized. The question remains what processes should be attended to in order to maximize the chance for successful resolution and implementation. Consider the extent to which the Four Frames provide guidance in this regard. In interviews and in postings on the CCAS ListServ, deans often use language reflecting the four frames when relating how they went about making changes to departmental structures. It is unlikely most deans consciously considered each one of the frames during the change process, but as the descriptions that follow illustrate, many deans act intuitively to incorporate these considerations when deciding whether to effectu- ate change, when analyzing the climate for change, or when reflecting upon processes they used that proved to be effective. Structural (the rules, policies, procedures, roles, and assignments that set contexts and boundaries for how a dean can act): • At the small university where the science faculty initiated a split from the humanities and social sciences to form its own school, several parties agreed it was useful that the university system, of which this institution is a part, has clear policies for the steps and approvals required to create a new school. • A dean came up with a solution for how to incentivize departments to allow members of their faculty to teach courses in an interdisciplinary program. The arrangements he put in place seems to be working well, he reports, and he believes: “what is important is that there is an MOU in place for each of these jointly appointed faculty and that the faculty, chairs, and dean are all in agreement and communicative.” The Memorandum of Understanding serves as a structural agreement among the parties.