Applying Complex Adaptive Change Theory to Increase Nontraditional Engineering Technology Student Enrollment

Abstract

The increasing need to accommodate nontraditional engineering technology students at one state university is approached by presenting complex adaptive change theory to reduce this gap through multimodal delivery methods. A plan is in effect to reduce this gap by offering a systems-thinking flexibility of delivery modalities. A survey of 984 engineering technology students indicated 60.7% traditional and 38.2% nontraditional students. Adaptive organizational changes in this complex system support the gap reduction dependent upon whether these changes are 1) understood by prospective students, 2) related to the desired enrollment levels, 3) satisfies the student’s needs, and 4) capable of significant improvement.