This paper presents a case study of departmental reorganization. Using journals kept by five faculty members, the study traces the difficulties of establishing an organizational identity for and faculty identification with the new unit. The analysis suggests that reorganizations may not produce anticipated advantages. Many of the new department's problems are related to the inability of the faculty to engage in forming the culture and identity of the new unit.

The reorganization of colleges is one response to the economic, political, and intellectual challenges that universities face. However, little research has explored how faculty members understand their professional identities and affiliation during the structural and cultural shifts engendered during a college's reorganization which is the focus of this qualitative case study.

The problem and the solution.The fields of continuing professional education and human resource development each provide instruction that enables individuals to improve their work performance. However, the fields have different definitions, stakeholder outcomes, and measures of quality, so selecting one type of program rather than the other can greatly influence the instructional experience. This article focuses on how professionals in both fields can improve their practice by better understanding the fields’ definitions, theoretical foundations, outcomes, and measures of quality.

The purpose of this case study was to investigate the learning strategies of police officers. Participants were 80 police officers serving in a Midwestern police agency. Of these, 49 were assigned to patrol duties and 31 were assigned to community oriented policing duties. Each participant completed the``Assessing the Learning Strategies of Adults'' (ATLAS) instrument. When individual variables were examined in describing learning strategies among police officers, no significant differences were found using both chi-square and a one-way ANOVA. A multivariate discriminant analysis produced a recognizable discriminant function, and three variables met the criteria to be included in the interpretation of the meaning of the discriminant function. Predominately, male police officers prescribed to the learning strategy traits that are desired in community oriented policing. Police officers who ascribed to the learning strategies which are more congruent with traditional policing were slightly younger than the officers who ascribed to the learning strategy appropriate for community policing. Furthermore, more females in this study ascribed to learning strategies more related to traditional policing. T h e cu rre n t iss u e a n d fu ll tex t a rch iv e o f th is jo u rn a l is a v a ila b le a t http://www.em eraldinsight.com/1363-951X.htm

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