Interdisciplinary_JJ Strategies_NN2 as_CSA Transformative_JJ Change_NN1 in_II Higher_JJR Education_NN1 Institutions_NN2 of_IO higher_JJR education_NN1 are_VBR increasingly_RR called_VVN upon_II to_TO produce_VVI collaborative_JJ ,_, interdisciplinary_JJ knowledge_NN1 (_( i.e._REX ,_, National_JJ Science_NN1 Foundation_NN1 2004_MC ;_; Pfirman_NP1 et_RA21 al_RA22 ._. 
2005_MC ;_; Rhoten_NP1 2003_MC )_) ._. 
As_II a_AT1 result_NN1 ,_, disciplinary_JJ concentrations_NN2 of_IO faculty_NN1 members_NN2 ,_, students_NN2 ,_, and_CC knowledge_NN1 are_VBR no_RR21 longer_RR22 the_AT de_JJ21 facto_JJ22 norm_NN1 for_IF colleges_NN2 and_CC universities_NN2 ._. 
One_MC1 impetus_NN1 for_IF this_DD1 growth_NN1 has_VHZ been_VBN the_AT priority_NN1 placed_VVN on_II interdisciplinary_JJ activities_NN2 by_II federal_JJ funding_NN1 agencies_NN2 in_II the_AT United_NP1 States_NP1 ._. 
These_DD2 activities_NN2 include_VV0 large-scale_JJ research_NN1 programs_NN2 ,_, innovative_JJ graduate_NN1 curricula_NN2 ,_, and_CC undergraduate_NN1 training_NN1 courses_NN2 ._. 
"_" Current_JJ research_NN1 is_VBZ often_RR characterized_VVN by_II integrative_JJ and_CC interdisciplinary_JJ approaches_NN2 ,_, "_" the_AT National_JJ Science_NN1 Foundation_NN1 (_( 2004_MC )_) noted_VVD in_II a_AT1 call_NN1 for_IF proposals_NN2 ._. 
"_" The_AT goal_NN1 of_IO &lsqb;_( our_APPGE programs_NN2 &rsqb;_) is_VBZ to_TO build_VVI a_AT1 well-educated_JJ and_CC skilled_JJ workforce_NN1 for_IF these_DD2 cutting-edge_JJ interdisciplinary_JJ areas_NN2 that_CST are_VBR primed_VVN to_TO drive_VVI economic_JJ growth_NN1 in_II coming_VVG decades_NNT2 "_" ._. 
Moreover_RR ,_, the_AT purpose_NN1 of_IO interdisciplinary_JJ programs_NN2 is_VBZ to_TO encourage_VVI interaction_NN1 ,_, learning_VVG ,_, and_CC research_NN1 across_II disciplinary_JJ boundaries_NN2 that_CST have_VH0 traditionally_RR divided_VVN the_AT university_NN1 (_( Klein_NP1 1990_MC ;_; Newell_NP1 2001_MC )_) ._. 
In_II31 response_II32 to_II33 demands_NN2 for_IF interdisciplinary_JJ activity_NN1 ,_, higher_JJR education_NN1 institutions_NN2 have_VH0 undertaken_VVN innovative_JJ ,_, transformational_JJ change_NN1 efforts_NN2 (_( Clark_NP1 1998_MC ;_; Eckel_NP1 and_CC Kezar_VV0 2003_MC ;_; Kogan_NP1 2000_MC )_) ._. 
In_II this_DD1 article_NN1 ,_, I_PPIS1 examine_VV0 interdisciplinary_JJ activity_NN1 in_II higher_JJR education_NN1 as_II a_AT1 form_NN1 of_IO transformative_JJ change_NN1 ._. 
Using_VVG data_NN collected_VVN through_II case_NN1 studies_NN2 of_IO 21_MC research_NN1 universities_NN2 in_II the_AT United_NP1 States_NP1 ,_, I_PPIS1 reviewed_VVD the_AT efforts_NN2 institutions_NN2 are_VBR undertaking_VVG to_TO meet_VVI the_AT growing_JJ demand_NN1 for_IF interdisciplinary_JJ activities_NN2 ._. 
To_TO do_VDI so_RR ,_, I_PPIS1 adopted_VVD the_AT framework_NN1 of_IO transformational_JJ change_NN1 advanced_VVN by_II Eckel_NP1 and_CC Kezar_NP1 (_( 2003_MC )_) ,_, who_PNQS noted_VVD that_CST such_DA change_NN1 requires_VVZ senior_JJ administrative_JJ support_NN1 ,_, collaborative_JJ leadership_NN1 ,_, flexible_JJ vision_NN1 ,_, faculty_NN1 and_CC staff_NN development_NN1 ,_, and_CC visible_JJ action_NN1 ._. 
Transformational_JJ change_NN1 alters_VVZ the_AT way_NN1 an_AT1 institution_NN1 operates_VVZ as_II31 well_II32 as_II33 the_AT way_NN1 its_APPGE members_NN2 view_VV0 the_AT organization_NN1 ._. 
The_AT two_MC research_NN1 questions_NN2 which_DDQ guided_VVD this_DD1 study_NN1 were_VBDR as_RG follow_VV0 ._. 
1_MC1 )_) For_IF this_DD1 subset_NN1 of_IO institutions_NN2 ,_, what_DDQ change_VV0 strategies_NN2 are_VBR utilized_VVN by_II administrators_NN2 to_TO support_VVI interdisciplinary_JJ work_NN1 on_II campus_NN1 ?_? 2_MC )_) To_II what_DDQ extent_NN1 do_VD0 efforts_NN2 to_TO facilitate_VVI interdisciplinary_JJ change_NN1 extend_VV0 across_II the_AT institution_NN1 ?_? 
I_PPIS1 begin_VV0 by_II providing_VVG an_AT1 overview_NN1 of_IO transformational_JJ change_NN1 with_IW an_AT1 emphasis_NN1 on_II how_RRQ such_DA efforts_NN2 can_VM be_VBI utilized_VVN to_TO facilitate_VVI interdisciplinary_JJ initiatives_NN2 ._. 
Then_RT I_PPIS1 summarize_VV0 the_AT research_NN1 study_NN1 ,_, utilizing_VVG case_NN1 study_NN1 data_NN to_TO illustrate_VVI how_RRQ universities_NN2 use_VV0 the_AT organizational_JJ strategies_NN2 identified_VVN by_II Eckel_NP1 and_CC Kezar_VV0 to_TO bring_VVI interdisciplinary_JJ transformation_NN1 to_II the_AT institution_NN1 ._. 
I_PPIS1 conclude_VV0 with_IW implications_NN2 for_IF collaborative_JJ activities_NN2 in_II higher_JJR education_NN1 ._. 
Degrees_NN2 of_IO Change_NN1 in_II Higher_JJR Education_NN1 The_AT literature_NN1 on_II organizational_JJ behavior_NN1 and_CC higher_JJR education_NN1 highlights_VVZ the_AT deliberate_JJ nature_NN1 of_IO successful_JJ change_NN1 ._. 
As_CSA March_NP1 (_( 1981_MC )_) argued_VVD ,_, "_" Organizations_NN2 are_VBR continually_RR changing_VVG ,_, routinely_RR ,_, easily_RR ,_, and_CC responsively_RR ,_, but_CCB change_VV0 within_II organizations_NN2 can_VM not_XX be_VBI arbitrarily_RR controlled_VVN "_" (_( p._NNU 563_MC )_) ._. 
Regardless_RR of_IO how_RRQ change_NN1 in_II higher_JJR education_NN1 has_VHZ been_VBN conceptualized_VVN ,_, research_NN1 on_II organizations_NN2 has_VHZ typically_RR relied_VVN on_II a_AT1 shared_JJ definition_NN1 of_IO institutions_NN2 ._. 
The_AT goal_NN1 of_IO interdisciplinary_JJ work_NN1 ,_, which_DDQ can_VM be_VBI termed_VVN interdisciplinarity_NN1 ,_, is_VBZ "_" to_TO integrate_VVI knowledge_NN1 or_CC modes_NN2 of_IO thinking_VVG in_II two_MC or_CC more_DAR disciplines_NN2 or_CC established_VVD areas_NN2 of_IO expertise_NN1 to_TO produce_VVI a_AT1 cognitive_JJ advancement_NN1 ..._... in_II ways_NN2 that_CST would_VM have_VHI been_VBN impossible_JJ or_CC unlikely_JJ through_II single_JJ disciplinary_JJ means_NN "_" (_( Boix_NP1 Mansilla_NP1 and_CC Duraising_NP1 2007_MC ,_, p._NN1 219_MC )_) ._. 
Not_XX only_RR does_VDZ interdisciplinarity_NN1 entail_VV0 the_AT involvement_NN1 of_IO multiple_JJ disciplines_NN2 ,_, but_CCB the_AT disciplines_NN2 are_VBR also_RR integrated_VVN in_II31 pursuit_II32 of_II33 an_AT1 overarching_JJ question_NN1 or_CC topic_NN1 (_( Holley_NP1 2009_MC ;_; Klein_NP1 1990_MC )_) ._. 
As_CSA compared_VVN to_II multidisciplinarity_NN1 ,_, which_DDQ features_VVZ an_AT1 additive_JJ approach_NN1 towards_II the_AT disciplines_NN2 ,_, or_CC crossdisciplinarity_NN1 ,_, which_DDQ uses_VVZ the_AT cognitive_JJ tools_NN2 from_II one_MC1 discipline_NN1 to_TO answer_VVI questions_NN2 in_II another_DD1 ,_, interdisciplinarity_NN1 is_VBZ achieved_VVN through_II the_AT active_JJ integration_NN1 of_IO concepts_NN2 ,_, ideas_NN2 ,_, or_CC knowledge_NN1 from_II normally_RR distinct_JJ fields_NN2 of_IO study_NN1 ._. 
The_AT process_NN1 of_IO integration_NN1 required_VVN for_IF interdisciplinary_JJ work_NN1 can_VM run_VVI afoul_NN1 in_II several_DA2 ways_NN2 ._. 
For_REX21 example_REX22 ,_, Rhoten_NP1 (_( 2003_MC )_) highlighted_VVD the_AT challenge_NN1 of_IO achieving_VVG an_AT1 interdisciplinary_JJ consensus_NN1 ._. 
Scholars_NN2 bring_VV0 different_JJ disciplinary_JJ standards_NN2 to_II an_AT1 assessment_NN1 of_IO validity_NN1 and_CC outcomes_NN2 ,_, which_DDQ can_VM cause_VVI conflict_NN1 regarding_II interdisciplinary_JJ collaboration_NN1 ._. 
A_AT1 related_JJ challenge_NN1 is_VBZ the_AT development_NN1 of_IO an_AT1 interdisciplinary_JJ language_NN1 ._. 
Language_NN1 that_CST has_VHZ a_AT1 specific_JJ meaning_NN1 in_II one_MC1 discipline_NN1 may_VM have_VHI an_AT1 entirely_RR different_JJ meaning_NN1 in_II another_DD1 ,_, requiring_VVG attention_NN1 to_II achieving_VVG mutual_JJ understanding_NN1 (_( Miller_NP1 and_CC Boix_NP1 Mansilla_NP1 2004_MC )_) ._. 
In_RR21 addition_RR22 ,_, since_CS the_AT departmental_JJ structure_NN1 is_VBZ commonly_RR associated_VVN with_IW the_AT allocation_NN1 of_IO financial_JJ resources_NN2 ,_, interdisciplinary_JJ projects_NN2 may_VM require_VVI different_JJ sources_NN2 of_IO fiscal_JJ support_NN1 in_BCL21 order_BCL22 to_TO be_VBI successful_JJ (_( Sa_NP1 2008_MC )_) ._. 
Interdisciplinary_JJ change_NN1 is_VBZ frequently_RR associated_VVN with_IW technological_JJ innovation_NN1 and_CC financial_JJ incentives_NN2 (_( Smith_NP1 and_CC McCann_NP1 2001_MC )_) ._. 
The_AT development_NN1 of_IO interdisciplinary_JJ programs_NN2 is_VBZ also_RR related_VVN to_II the_AT capacity_NN1 and_CC propensity_NN1 of_IO the_AT organization_NN1 to_TO support_VVI new_JJ fields_NN2 (_( Brint_NP1 et_RA21 al_RA22 ._. 
2009a_FO )_) ._. 
Interdisciplinary_JJ initiatives_NN2 are_VBR regularly_RR used_VVN as_II a_AT1 means_NN to_TO incorporate_VVI social_JJ concerns_NN2 and_CC global_JJ consciousness_NN1 within_II an_AT1 institution_NN1 ,_, particularly_RR when_CS such_DA issues_NN2 are_VBR not_XX seen_VVN as_CSA compatible_JJ with_IW the_AT existing_JJ disciplinary_JJ structure_NN1 ._. 
Programs_NN2 in_II environmental_JJ studies_NN2 ,_, global_JJ health_NN1 ,_, and_CC gender_NN1 studies_NN2 as_II31 well_II32 as_II33 alternative_JJ first-year_JJ learning_NN1 experiences_NN2 are_VBR examples_NN2 of_IO interdisciplinary_JJ programs_NN2 that_CST transcend_VV0 the_AT boundaries_NN2 of_IO the_AT disciplines_NN2 (_( Brint_NP1 et_RA21 al_RA22 ._. 
2009a_FO ,_, b_ZZ1 )_) ._. 
Change_VV0 efforts_NN2 related_VVN to_II organizations_NN2 have_VH0 acquired_VVN numerous_JJ labels_NN2 ,_, including_II organizational_JJ change_NN1 ,_, innovation_NN1 ,_, adaptation_NN1 ,_, and_CC strategic_JJ change_NN1 (_( Hage_NP1 1999_MC ;_; Kezar_NP1 2001_MC )_) ._. 
For_IF this_DD1 study_NN1 ,_, I_PPIS1 considered_VVD how_RRQ one_MC1 type_NN1 of_IO institutional_JJ behavior_NN1 in_II higher_JJR education_NN1 (_( interdisciplinary_JJ initiatives_NN2 )_) can_VM be_VBI considered_VVN transformational_JJ change_NN1 ._. 
Transformational_JJ change_NN1 exhibits_VVZ unique_JJ characteristics_NN2 that_CST differentiate_VV0 such_DA efforts_NN2 from_II other_JJ types_NN2 of_IO organizational_JJ behavior_NN1 ._. 
In_RR21 particular_RR22 ,_, as_CSA Eckel_NP1 and_CC Kezar_NP1 (_( 2003_MC )_) noted_VVD ,_, transformational_JJ change_NN1 is_VBZ pervasive_JJ ,_, intentional_JJ ,_, occurs_VVZ over_RP a_AT1 period_NN1 of_IO time_NNT1 ,_, has_VHZ a_AT1 strong_JJ influence_NN1 on_II institutional_JJ culture_NN1 ,_, and_CC "_" affects_VVZ those_DD2 underlying_JJ assumptions_NN2 that_CST tell_VV0 an_AT1 institution_NN1 what_DDQ is_VBZ important_JJ ;_; what_DDQ to_TO do_VDI ,_, why_RRQ ,_, and_CC how_RRQ ;_; and_CC what_DDQ to_TO produce_VVI "_" (_( p._NNU 33_MC )_) ._. 
Instead_II21 of_II22 solitary_JJ adjustments_NN2 to_II pedagogy_NN1 or_CC curriculum_NN1 or_CC isolated_JJ change_NN1 within_II a_AT1 specific_JJ program_NN1 or_CC department_NN1 ,_, transformational_JJ change_NN1 impacts_NN2 how_RRQ members_NN2 of_IO the_AT organization_NN1 view_VV0 themselves_PPX2 and_CC the_AT work_NN1 in_II which_DDQ they_PPHS2 are_VBR engaged_VVN ._. 
This_DD1 type_NN1 of_IO change_NN1 produces_VVZ a_AT1 "_" major_JJ overhaul_NN1 of_IO the_AT organization_NN1 's_GE structure_NN1 and_CC strategy_NN1 "_" (_( Bess_NP1 and_CC Dee_FU 2008_MC ,_, p._NN1 796_MC )_) ._. 
It_PPH1 is_VBZ important_JJ to_TO note_VVI that_DD1 transformational_JJ change_NN1 supports_VVZ the_AT historical_JJ purpose_NN1 and_CC mission_NN1 of_IO the_AT organization_NN1 ._. 
Institutions_NN2 continue_VV0 to_TO be_VBI defined_VVN by_II an_AT1 emphasis_NN1 on_II teaching_NN1 ,_, research_NN1 ,_, and_CC service_NN1 ;_; but_CCB change_VV0 efforts_NN2 allow_VV0 the_AT institution_NN1 to_TO reach_VVI these_DD2 goals_NN2 in_II a_AT1 more_RGR efficient_JJ and_CC dynamic_JJ way_NN1 (_( Eckel_NP1 and_CC Kezar_NP1 ,_, p._NN1 17_MC )_) ._. 
It_PPH1 is_VBZ important_JJ to_TO reiterate_VVI that_DD1 transformational_JJ change_NN1 occurs_VVZ over_II time_NNT1 through_II efforts_NN2 to_TO alter_VVI the_AT structural_JJ and_CC cultural_JJ frameworks_NN2 that_CST hold_VV0 the_AT institution_NN1 together_RL ._. 
Such_DA efforts_NN2 do_VD0 not_XX occur_VVI easily_RR ,_, nor_CC are_VBR they_PPHS2 always_RR successful_JJ ._. 
Eckel_VV0 and_CC Kezar_NP1 (_( 2003_MC )_) identified_VVD five_MC core_NN1 strategies_NN2 essential_JJ to_II transformational_JJ change_NN1 efforts_NN2 ,_, including_II senior_JJ administrative_JJ support_NN1 ,_, collaborative_JJ leadership_NN1 ,_, flexible_JJ vision_NN1 ,_, faculty_NN1 and_CC staff_NN development_NN1 ,_, and_CC visible_JJ action_NN1 ._. 
Senior_JJ administrators_NN2 provide_VV0 the_AT resources_NN2 necessary_JJ to_TO change_VVI ,_, and_CC they_PPHS2 can_VM also_RR convey_VVI a_AT1 shift_NN1 in_II institutional_JJ priorities_NN2 through_II their_APPGE language_NN1 and_CC behavior_NN1 ._. 
Collaborative_JJ leadership_NN1 brings_VVZ together_RL individuals_NN2 from_II across_II the_AT campus_NN1 ,_, even_RR those_DD2 who_PNQS do_VD0 not_XX hold_VVI formal_JJ positions_NN2 of_IO authority_NN1 ._. 
By_II encouraging_JJ members_NN2 of_IO the_AT campus_NN1 community_NN1 to_TO become_VVI involved_JJ in_II transformational_JJ change_NN1 ,_, ownership_NN1 of_IO the_AT initiative_NN1 spreads_VVZ well_RR beyond_II the_AT senior_JJ administration_NN1 ._. 
Flexible_JJ vision_NN1 determines_VVZ a_AT1 defined_JJ plan_NN1 for_IF action_NN1 while_CS acknowledging_VVG the_AT possibilities_NN2 of_IO unforeseen_JJ opportunities_NN2 ._. 
Faculty_NN1 and_CC staff_NN development_NN1 conveys_VVZ the_AT clear_JJ commitment_NN1 by_II the_AT organization_NN1 to_TO support_VVI the_AT change_NN1 efforts_NN2 while_CS visible_JJ action_NN1 provides_VVZ evidence_NN1 that_CST change_NN1 is_VBZ occurring_VVG over_RP an_AT1 extended_JJ period_NN1 of_IO time_NNT1 ._. 
Cumulatively_RR ,_, these_DD2 strategies_NN2 indicate_VV0 the_AT necessity_NN1 of_IO communicating_VVG the_AT need_NN1 for_IF change_NN1 consistently_RR and_CC throughout_II the_AT organization_NN1 as_II31 well_II32 as_II33 introducing_VVG change_NN1 efforts_NN2 in_II all_DB elements_NN2 of_IO the_AT organization_NN1 ._. 
I_PPIS1 used_VVD these_DD2 examples_NN2 of_IO transformational_JJ change_NN1 as_II a_AT1 guide_NN1 to_TO consider_VVI the_AT degree_NN1 of_IO structural_JJ and_CC cultural_JJ change_NN1 brought_VVN about_RP by_II interdisciplinary_JJ initiatives_NN2 ._. 
The_AT Study_NN1 For_IF this_DD1 project_NN1 ,_, I_PPIS1 conducted_VVD qualitative_JJ case_NN1 study_NN1 analyses_NN2 of_IO programs_NN2 at_II 21_MC research_NN1 universities_NN2 in_II the_AT U.S._NP1 The_AT objective_NN1 for_IF such_DA research_NN1 is_VBZ to_TO "_" investigate_VVI a_AT1 contextualized_JJ contemporary_JJ phenomenon_NN1 within_II specific_JJ boundaries_NN2 "_" (_( Hatch_NP1 2002_MC ,_, p._NN1 30_MC )_) ._. 
The_AT study_NN1 was_VBDZ descriptive_JJ and_CC exploratory_JJ ,_, well-suited_NN1 for_IF qualitative_JJ methods_NN2 ._. 
The_AT purpose_NN1 of_IO the_AT study_NN1 was_VBDZ to_TO examine_VVI interdisciplinary_JJ activity_NN1 in_II higher_JJR education_NN1 as_II a_AT1 form_NN1 of_IO transformative_JJ change_NN1 ._. 
Sample_VV0 The_AT institutions_NN2 that_CST were_VBDR included_VVN in_II the_AT study_NN1 were_VBDR those_DD2 classified_VVN as_CSA research_NN1 universities_NN2 with_IW very_RG high_JJ research_NN1 activity_NN1 (_( RU/VH_NP1 )_) by_II themost_JJ recent_JJ Carnegie_NP1 Classification_NN1 ._. 
The_AT initial_JJ review_NN1 of_IO such_DA institutions_NN2 yielded_VVD 96_MC universities_NN2 ._. 
I_PPIS1 restricted_VVD my_APPGE analyses_NN2 to_II those_DD2 institutions_NN2 that_CST had_VHD received_VVN at_RR21 least_RR22 $300_NNU million_NNO in_II federal_JJ research_NN1 funding_NN1 in_II 2004_MC (_( Walters_NP 2006_MC )_) ._. 
This_DD1 criterion_NN1 reduced_VVD the_AT number_NN1 of_IO institutions_NN2 to_II 21_MC ,_, half_DB of_IO which_DDQ are_VBR private_JJ institutions_NN2 ._. 
A_AT1 gap_NN1 of_IO at_RR21 least_RR22 $20_NNU million_NNO existed_VVD between_II those_DD2 institutions_NN2 above_II this_DD1 amount_NN1 and_CC those_DD2 below_RL ;_; moreover_RR ,_, the_AT institutions_NN2 which_DDQ received_VVD at_RR21 least_RR22 $300_NNU million_NNO in_II federal_JJ research_NN1 funding_NN1 were_VBDR tightly_RR clustered_VVN ,_, making_VVG them_PPHO2 well-defined_JJ for_IF study_NN1 ._. 
All_RR21 but_RR22 one_MC1 of_IO these_DD2 institutions_NN2 are_VBR members_NN2 of_IO the_AT American_JJ Association_NN1 of_IO Universities_NN2 ._. 
The_AT selected_JJ institutions_NN2 served_VVN as_II the_AT units_NN2 of_IO analysis_NN1 ._. 
Data_NN and_CC Data_NN Analysis_NN1 The_AT primary_JJ sources_NN2 of_IO the_AT data_NN collected_VVD were_VBDR institutional_JJ documents_NN2 including_II strategic_JJ plans_NN2 ,_, campus_NN1 master_NN1 plans_NN2 ,_, annual_JJ reports_NN2 ,_, speeches_NN2 by_II key_JJ administrators_NN2 ,_, press_VV0 releases_NN2 ,_, campus_NN1 newspapers_NN2 ,_, and_CC promotional_JJ materials_NN2 ._. 
I_PPIS1 supplemented_VVD this_DD1 data_NN with_IW a_AT1 review_NN1 of_IO external_JJ media_NN resources_NN2 such_II21 as_II22 local_JJ newspapers_NN2 and_CC trade_NN1 publications_NN2 ._. 
Documents_NN2 provided_VVD important_JJ insight_NN1 into_II the_AT processes_NN2 and_CC goals_NN2 valued_VVN by_II the_AT institution_NN1 (_( Altheide_NP1 et_RA21 al_RA22 ._. 
2008_MC ;_; Patton_NP1 1990_MC )_) ._. 
The_AT strength_NN1 of_IO document_NN1 analysis_NN1 is_VBZ the_AT understanding_NN1 of_IO experiences_NN2 from_II the_AT perspectives_NN2 of_IO selected_JJ institutional_JJ stakeholders_NN2 ._. 
These_DD2 document_NN1 types_NN2 were_VBDR selected_VVN for_IF their_APPGE ability_NN1 to_TO provide_VVI insight_NN1 into_II ongoing_JJ institutional_JJ projects_NN2 ,_, as_II31 opposed_II32 to_II33 more_RGR static_JJ ,_, formal_JJ artifacts_NN2 such_II21 as_II22 the_AT academic_JJ catalogue_NN1 or_CC the_AT faculty_NN1 handbook_NN1 ._. 
In_II this_DD1 project_NN1 I_PPIS1 focused_VVD on_II the_AT rhetoric_NN1 of_IO interdisciplinary_JJ transformational_JJ change_NN1 ._. 
This_DD1 rhetoric_NN1 was_VBDZ at_II times_NNT2 connected_VVN to_II tangible_JJ practices_NN2 carried_VVN out_RP by_II the_AT institution_NN1 such_II21 as_II22 the_AT development_NN1 of_IO new_JJ administrative_JJ offices_NN2 or_CC the_AT construction_NN1 of_IO interdisciplinary_JJ facilities_NN2 ._. 
Yet_RR rhetoric_NN1 is_VBZ also_RR visionary_JJ in_II nature_NN1 ,_, defining_VVG those_DD2 areas_NN2 which_DDQ the_AT institution_NN1 hopes_VVZ to_TO expand_VVI or_CC strengthen_VVI ._. 
The_AT data_NN presented_VVD here_RL highlight_VV0 institutional_JJ aspirations_NN2 related_VVN to_II interdisciplinarity_NN1 and_CC the_AT significance_NN1 given_VVN to_II such_DA initiatives_NN2 by_II campus_NN1 leaders_NN2 ._. 
This_DD1 perspective_NN1 offers_NN2 insight_NN1 into_II how_RRQ an_AT1 elite_NN1 group_NN1 of_IO universities_NN2 conceptualizes_VVZ the_AT idea_NN1 of_IO interdisciplinary_JJ change_NN1 ._. 
The_AT trustworthiness_NN1 of_IO the_AT analytic_JJ process_NN1 was_VBDZ ensured_VVN through_II data_NN triangulation_NN1 ,_, where_CS the_AT use_NN1 of_IO multiple_JJ data_NN sources_NN2 encouraged_VVD awareness_NN1 of_IO alternative_JJ interpretations_NN2 ._. 
In_RR21 addition_RR22 ,_, I_PPIS1 employed_VVD peer_NN1 review_NN1 of_IO the_AT data_NN ,_, utilizing_VVG feedback_NN1 from_II a_AT1 colleague_NN1 not_XX involved_JJ in_II the_AT research_NN1 project_NN1 to_TO confirm_VVI the_AT interpretation_NN1 of_IO data_NN (_( Merriam_NP1 1998_MC )_) ._. 
Conclusion_NN1 As_II the_AT international_JJ demand_NN1 for_IF interdisciplinary_JJ ,_, collaborative_JJ knowledge_NN1 increases_NN2 ,_, universities_NN2 and_CC colleges_NN2 are_VBR challenged_VVN to_TO support_VVI such_DA practices_NN2 within_II a_AT1 traditional_JJ disciplinary_JJ model_NN1 ._. 
In_II considering_VVG transformational_JJ change_NN1 efforts_NN2 in_II higher_JJR education_NN1 ,_, scholars_NN2 should_VM focus_VVI on_II how_RRQ institutions_NN2 pursue_VV0 change_NN1 in_BCL21 order_BCL22 to_TO access_VVI external_JJ resources_NN2 such_II21 as_II22 grant_NN1 funding_NN1 ._. 
In_RR21 particular_RR22 ,_, the_AT question_NN1 of_IO how_RRQ institutions_NN2 balance_VV0 internal_JJ resources_NN2 to_TO pursue_VVI external_JJ rewards_NN2 is_VBZ of_IO relevance_NN1 ._. 
The_AT institutions_NN2 in_II this_DD1 analysis_NN1 represent_VV0 a_AT1 subset_NN1 of_IO U.S._NP1 higher_JJR education_NN1 with_IW the_AT ability_NN1 to_TO devote_VVI financial_JJ resources_NN2 to_II interdisciplinary_JJ work_NN1 ._. 
Even_RR such_DA actions_NN2 ,_, however_RR ,_, required_VVN the_AT pursuit_NN1 of_IO interdisciplinary_JJ endeavors_NN2 over_II other_JJ forms_NN2 of_IO activities_NN2 ._. 
Several_DA2 conclusions_NN2 can_VM be_VBI presented_VVN from_II the_AT results_NN2 of_IO the_AT analysis_NN1 presented_VVD here_RL ._. 
First_MD ,_, while_CS all_DB universities_NN2 in_II this_DD1 study_NN1 acknowledged_VVD the_AT importance_NN1 of_IO interdisciplinarity_NN1 ,_, successful_JJ change_NN1 seems_VVZ to_TO be_VBI facilitated_VVN by_II pursuing_VVG interdisciplinary_JJ interests_NN2 in_II a_AT1 manner_NN1 that_CST supports_VVZ other_JJ institutional_JJ priorities_NN2 ._. 
The_AT evidence_NN1 suggests_VVZ that_CST change_VV0 strategies_NN2 are_VBR best_RRT implemented_VVN as_II part_NN1 of_IO the_AT specific_JJ characteristics_NN2 and_CC priorities_NN2 of_IO each_DD1 campus_NN1 ._. 
The_AT acquisition_NN1 of_IO additional_JJ campus_NN1 space_NN1 at_II UNC_NP1 Chapel_NP1 Hill_NNL1 ,_, for_REX21 example_REX22 ,_, or_CC development_NN1 of_IO a_AT1 new_JJ strategic_JJ plan_NN1 at_II the_AT University_NN1 of_IO Pennsylvania_NP1 allowed_VVD the_AT institutions_NN2 to_TO align_VVI interdisciplinary_JJ strategies_NN2 with_IW other_JJ campus_NN1 activities_NN2 ._. 
This_DD1 argument_NN1 supports_VVZ the_AT conclusions_NN2 of_IO organizational_JJ theorists_NN2 (_( Clark_NP1 1998_MC ;_; Keup_NP1 et_RA21 al_RA22 ._. 
2001_MC )_) and_CC existing_JJ research_NN1 on_II interdisciplinary_JJ change_NN1 (_( Sa_NP1 2008_MC )_) ,_, which_DDQ argue_VV0 for_IF the_AT relationship_NN1 between_II change_NN1 efforts_NN2 with_IW the_AT underlying_JJ assumptions_NN2 that_CST give_VV0 meaning_VVG to_II institutional_JJ behavior_NN1 ._. 
Finally_RR ,_, the_AT implementation_NN1 of_IO change_NN1 was_VBDZ accomplished_VVN through_II both_DB2 structural_JJ and_CC cultural_JJ efforts_NN2 ._. 
The_AT analysis_NN1 demonstrated_VVD that_CST implementing_VVG interdisciplinary_JJ initiatives_NN2 is_VBZ accomplished_VVN through_II changes_NN2 in_II how_RGQ institutional_JJ work_NN1 is_VBZ organized_VVN ;_; the_AT facilities_NN2 in_II which_DDQ the_AT work_NN1 is_VBZ carried_VVN out_RP ;_; and_CC concurrent_JJ shifts_NN2 in_II the_AT language_NN1 ,_, behavior_NN1 ,_, and_CC artifacts_NN2 used_VMK to_TO refer_VVI to_II such_DA endeavors_NN2 ._. 
