Ways in which various individual, social, and organizational factors influenced the participation of faculty in the calendar revisions were studied at the University of Wisconsin-Oshkosh. It was theorized that environmental uncertainty and organizational pressure for change would serve as primary motivating forces for participation. These proposed influences were measured by the discrepancy between actual and desired performance, the "performance gap." A random sample of 100 faculty, stratified by college and participation, was selected for examination by interviews and questionnaires. The primary findings support the hypothesis that the presence of a performance gap serves to mediate the influence of attitudinal, individual, and organizational factors affecting participation. The predictive capacity of categories was affected by the degree of environmental uncertainty: the best predictor category for the total sample was individual factors, but organizational factors was the best predictor category for respondents with high performance gap. Any support system designed to encourage faculty participation in a comprehensive, university-wide innovation must take into consideration the innovation and incentive system as perceived by individual faculty. More specifically, the design must address the delicate balance between motivation and perceived rewards, costs, and consequences. (SW)