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In educational institutions, as in other organizations in contemporary society, traditional purposes and modes of operation are being challenged and changed. In the process of such change, the people who define and constitute institutions are caught up in a transition between eras, a situation that can lead to confusion, alienation, anger, and in some cases, apathy. It can also have the effect of excitement and challenge, sparking creativity and the development of innovative approaches and strategies (Inglis et al., 1999:16). Accordingly, some of the most widely addressed issues in the literature related to education in recent years have been change and transformation. There seems to be a growing consensus among academics, business people, administrators, and policy makers on the existence of key underlying changes that have been affecting many aspects of higher education in recent decades. Nevertheless, the responses towards how to cope with the changes differ widely, depending on varying perceptions of the impacts, scope, or direction of the changes, and on managerial, financial, legal and visionary capabilities of the institutions.