Research was conducted in four schools of education to determine if there was any relationship between the degree of faculty involvement in program development and a systematic approach to change that involves a concern for the whole organizational structure rather than its constituent parts. The following internal factors were found in institutions with staff most involved with program development: (1) a strong sense of ownership and personal commitment for the institutional mission on the part of the faculty; (2) active staff involvement in needs assessment; (3) a high level of faculty involvement in decision making; (4) congenial professional and personal staff relations; (5) strong staff motivation; and (6) cooperative, democratic leadership. To a lesser degree, external influences seen to foster change in program development included court rulings, legislative action, and professional organizations. Factors that appeared to have little effect on faculty involvement in program development were identified as the central school administration, accrediting agencies, state certification requirements, finances, and school facilities. (JD)