Achieving Routine in Organizational Change
研究发现学校在推行课程计算机化这一重大变革时，并非依赖新概念，而是通过熟悉的行政机制和巧妙的语言运用，将变革包装成常规事务，从而减少关注和阻力。
We preconceived that uncertainty and the need to discover new framing concepts would frequently face school decision-makers trying to significantly alter their domain. In contrast, however, we found that familiar administrative mechanisms were used to channel consideration of a major decision—that of the computerization of the curriculum. These familiar administrative mechanisms were used in combination with inspired use of language to reinforce the routine frame. Thus, for organizational participants, the very routineness symbolized the unexceptional nature of a change that might otherwise have aroused considerably more attention.