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The Journal of Applied Behavioral Science
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Goal Coupling and Innovation in Medical Schools

Margaret Bussigel

Barbara Barzansky

Center for Educational Development, The University of Illinois at Chicago, 808 South Wood Street, Chicago, Illinois 60612.

Gary Grenholm

Accreditation Councilfor Graduate Medical Education, 535 North Dearborn, Chicago, Illinois 60610.

In this article, the authors report their study of how the degrees of "coupling"-orfit between parallel institutional goals and between institutional and lesser-order goals of organizations affect the implementation and success of innovations. Using a qualitative research design, the authors studiedfour medical schools that attempted to integrate the instruction of basic medical sciences into either organ-system or problem-solving curricula. The authors'findings lead them to hypothesize that the closer the innovation's goals are to institutional goals, the more targeted and limited the institutional goals, the tighter the coupling across institutional goals and with lesser-order goals, and the more linear and rational the goal-setting processes, the more likely an innovation is to survive. They conclude that medical educators-and other organization leaders-should spend more energy setting goals and priorities for competing goals, and articulating innovation goals with higher-order goals.

The Journal of Applied Behavioral Science, Vol. 22, No. 4, 425-441 (1986)
DOI: 10.1177/002188638602200406
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