The factors which contribute to the successful installation and assimilation of educational innovations were examined in relation to vocational/technical programs in eight post-secondary institutions. About 555 instructors, administrators, and non-teaching professional staff were surveyed regarding the level and extent of use of individualized instruction and the viability of planned institutional change. One campus was selected to evaluate the intervention of an Action Research Team (ART). The 80 instructors showed a somewhat active level of investment in professional activities external to the college; had a tendency to view themselves as having substantial influence on their programs; and were internally-oriented individuals. On a ten-point scale, where high scores indicated favoring individualized instruction, mean scores of all respondents ranged from 5.8 to 8.4. Generally, respondents considered their institutions to be concerned with "achieving uniqueness" and "contributing to society." The schools ranged from those using individualized instruction on a primarily mechanical basis to those using it routinely. Results indicated that certain program areas lent themselves more readily to innovation. The ART intervention was successful in formulating an institutional renewal project. A literature review and bibliography are included and appendices contain a framework for analyzing innovation adaptation and instrumentation used in the study. (MB)