126 ORGANIZING ACADEMIC COLLEGES: A GUIDE FOR DEANS of interdisciplinary interactions. Surely there are ways to lead conversations—or to change policies or reward structures—that have the same result without the turmoil caused by reorganization? There is a notable lack of research of the non-financial impact of reorganizations. Measures of relative rate of faculty, staff, and/or student departures could be mean- ingful, as could the assessment of student learning and even research outcomes (grants received, publications) pre-, during, and post-reorganization. Having someone step forward to address these research questions would be welcomed. Until then, campus executives may continue to reorganize their colleges or campuses for inconsequential reasons that move the campus backwards rather than forwards. We are not trying to refute the need for the reorganization of colleges. Yet, many of the specific drivers for change seem to be achievable through other less-invasive mechanisms. We urge deans and other leaders to challenge themselves and each other to determine if the existing organizational structure is truly inadequate to solve the challenges facing the campus or colleges before reorganization is considered. Being a better communicator or finding ways for others to communicate more effectively seems a whole lot easier.