Leadership and Change in an Innovation Society

PA 5103/LS 5100 Fall 2016

Tuesdays 6:00 – 8:45 p.m., 3 creditsBlegen 235

Instructor: Barbara C. Crosby, associate professor, Humphrey School of Public AffairsOffice hours 3-5 p.m., Mondays and by appointment, Rm 240 HHHbcrosby@umn.edu (612-626-7223)

Course support: Thomas Hazlett, hazle027@umn.edu

Change is often built into definitions of leadership, and certainly many scholars and practitioners have written about how leaders can foster change in their organizations or communities. Moreover, understanding the links between leadership and change takes on increased urgency as the United States and other countries strive to foster an “innovation economy” and navigate through complex, turbulent political terrain. Leaders will need conceptual tools and practical skills to promote innovative organizations that thrive in and contribute to an innovative society. Accordingly, this seminar will consider the contemporary context for innovation, examine models of change and models of leadership, and investigate how leaders can promote desirable personal, organizational, and societal change. Case studies, action research, and use of social media will be emphasized.

An important class product will be a framework for leadership and change in an innovation society. During each class session, one or two learners will be responsible for recording “takeaways” from the evening’s conversation.

Learning Outcomes, Goals, Feedback and Assessment

When participants complete this course, they will have knowledge, skills, wisdom, and motivation that enable them to practice personal, team, organizational and societal leadership aimed at innovation for the common good.

Learning Goals

As a participant, you will:

Gain essential knowledge and skills, includingo Analyzing leadership from several perspectives

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o Understanding personal-level models of changeo Understanding organizational-level models of changeo Understanding societal-level models of changeo Analyzing roles of leadership and followership in an innovation societyo Thinking systemicallyo Practicing action researcho Building a learning communityo Effectively communicating ideas about leadership and changeo Engaging a group in critical reflectiono Action-oriented strategy mapping

Apply knowledge and build skills througho Assessing readings and leading in-class dialogo Responding to dialog leaders’ website postingso Using class time to connect knowledge and skills to practice contextso Reviewing a film and a journalistic accounto Attending and reflecting on a playo Offering personal cases for analysiso Carrying out an action research project in teamso Developing a framework for leadership and change

Integrate insights from several disciplines – including philosophy, psychology, political science, organizational behavior, sociology, and the arts — in order to be a more effective and humane change agent in teams, organizations and societies in a global context.

Identify personal and social implications of course experiences through:o Participating in reflection exerciseso Discussing tension points in one’s own practiceo Articulating aspirations

Deepen your caring and commitment to improving your groups, organizations, communities, and the broader societies in which we live through:

o Seeing yourself as a more efficacious leader and followero Developing greater stores of hope and reasoned optimism

Gain a foundation for continual learning about leadership and change through:o Peer networkingo Connection to multiple resources for improving the leadership practice at

the personal, team, organizational, and societal levels

Feedback and Assessment

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Feedback – that is, constructive responses from others to one’s written and oral work and group participation – is a crucial tool for learning and thus will be an important feature of this course. It will be provided through:

Comments from the instructor on written assignments, class participation, and ability to synthesize viewpoints and engage fellow learners in fruitful, time-limited discussion.

Peer feedback in teams. Comments to the instructor on the usefulness of readings, session structure, and

classroom process. Extensive feedback from the instructor to action learning teams in order to help

them carry out and report on an action research project.

Assessment in the form of A-F grades will be based on the following criteria (in italics) and standards:

Critical thinkingo Claims are backed up with evidence from a variety of sources and

perspectives.o Assumptions are probed and clarified.o Appropriate boundary conditions are acknowledged.

Systems and process thinkingo The systems in which problems, challenges, and opportunities are

embedded are considered. Precise, clear, and persuasive writing

o Arguments are presented in logical, accessible fashion.o Concise, grammatical writing is employed.

Reflective, engaging, and well-managed dialogueo In-class comments demonstrate familiarity with readings, share resources,

respectfully offer alternative perspectives, and stimulate inquiry.o As dialogue leader, learners creatively engage classmates in grappling

with lessons and puzzlements from the reading assignments (and honor time limits).

Fulfillment of team responsibilitieso As team members, learners honor the team contract and fulfill leadership

and followership responsibilities.o Each team member participates in the final presentation.

Grades will be given for the following:

1. Reading forum dialog leader — Each week two or three students will be dialog leaders responsible for hosting an on-line conversation about the assigned readings for the week. The leaders initiate the conversation with a 1 to 2 page posting focused on how the reading relates to the course:

How does the reading deepen or challenge your thinking about leadership and change in an innovation society?

What do you disagree with? How does it connect to your experience?

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What makes the author credible — experiences, credentials, arguments?Include evocative questions that can prompt thoughtful responses from your class mates. The leaders’ conversation starter (ideally an attached Word document, double-spaced) should be posted by the Thursday before the relevant class session.The dialog leader will identify themes in the on-line conversation and orchestrate a 10-minute in-class conversation or other activity that helps class members draw out implications for practice.A dialog leader signup sheet will be distributed the first night of class.

2. Mid-semester report — A 5-page reflection on learning so far, uploaded to website. See further guidance on website, week 8. Due October 13.

3. Reflection on Mixed Blood play posted to course forum (one or more pages). Due October 17.

4. Team action research project — Teams will be formed during the fourth week of the course. Each team will develop a web-based story about the future that highlights an innovation that the team cares about. The story will include key social media “assets” that highlight the need for innovation and possible outcomes of the desired innovation. See Action Research Project folder on course website. Project presentations will be on December 6.

5. Reflection Paper — 8-10-page scholarly paper documenting your personal change as a result of the course (your own change as case study). The paper must incorporate a range of course theories, concepts, and tools. It may not be a recapitulation of forum postings. See further guidance on course website, Week 15. Due December 13.

6. Class Participation

In class:o Class members are expected to contribute to in-class dialogue through

asking questions, respectfully probing their own and others’ assumptions, sharing knowledge and resources, and helping compile class learning.

o Class attendance is important. More than three absences will seriously diminish a learner’s ability to gain from and contribute to the course.

On-line forums:o Reading forum: On weeks when they are not dialog leaders, learners are

expected to make at least one thoughtful response to a dialog leader’s entry by Monday noon.

o Voice Threado Miscellaneous: Ideas, musings, resources related to course topics

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Team projecto Team participation is important. You are expected to carry out your

responsibilities within the team’s contract and participate in the project presentation.

Grading:

1. Class participation 30 % (10% in-class, 10% forums, 10% team project)

2. Multimedia assignments 70%

a. Dialog leader forum post and in-class conversation 15%b. Mid-semester report 10%c. Reflection on play 5%d. Team action research project 15%e. Reflection Paper 25%

APA citation style to be used in all written assignments. See http://tutorial.lib.umn.edu/infomachine.asp?moduleID=10&lessonID=74. (MLA okay for Master of Liberal Studies students.) Word documents should be 12 pt. and double spaced.

Academic honesty is a must. Incompletes will be given rarely and only in cases of documented emergency. To receive an incomplete, learners must have a Humphrey School Incomplete Contract signed by the instructor.

Assigned Reading:

Text: Johansen, Bob. Leaders Make the Future: Ten New Leadership Skills for an Uncertain World. San Francisco: Berrett-Koehler, 2012.

The text is available at Coffman Union Bookstore. Additional readings will be on the course website.

Additionally, you are expected to read Crossbones by Naruddin Farah, or another fiction or non-fiction book relating to multicultural situations and change, if you already have read this one.

Course Website:The course website is an important part of the course and is located on Moodle (https://moodle.umn.edu).

1. Go to https://moodle.umn.edu2. Log in using your Internet ID and password. 3. Click on PA 5103/LS 5100 Leadership and Change in an Innovation Society Fall 16. If you have trouble accessing the course site from the Moodle Home page, you can log onto the course site directly at https://ay16.moodle.umn.edu/course/view.php?id=2870.

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It is recommended that you access Moodle via Mozilla Firefox or Google Chrome, as students have reported issues in the past while using Internet Explorer or Safari. For easy-to-follow instructions on how to get a free Mozilla Firefox download and for Moodle technical requirements, go to http://it.umn.edu/course-management-system-moodle-related.

If you need further help with Moodle, go back to the Moodle home page (https://moodle.umn.edu) and use the links in the Help & Support column to access an online orientation and other Moodle information.

If you have questions regarding Moodle software, please contact IT at help@umn.edu.

University Resources

The University of Minnesota is committed to providing all students equal access to learning opportunities. Disability Services is the campus office that works with students who have disabilities to provide and/or arrange reasonable accommodations.  Students registered with Disability Services, who have a letter requesting accommodations, are encouraged to contact the instructor early in the semester. Students who have, or think they may have, a disability (e.g., psychiatric, attentional, learning, vision, hearing, physical, or systemic), are invited to contact Disability Services for a confidential discussion at 612-626-1333 (V/TTY) or at ds@umn.edu mailto:ds@umn.edu. Additional information is available at the DS website http://ds.umn.edu.

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce your ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via www.mentalhealth.umn.edu http://www.mentalhealth.umn.edu.

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Weekly Sessions:

Week 1 — Introduction to leadership, change, innovation society

Face-to-face class, September 6

Leadership: What do you know?

Change: How do you want to change as a result of this course?

What do you want to change as a result of this course?

Definition of Innovation Society

Role of Learning Systems ThinkingAction Research

Preparation for September 6 class (see website):

Pre-survey: Located on course website homepage; complete by class on Sept. 6

Reading:

Text —Preface and Introduction

Adler, Richard. (2015). Navigating Continual Disruption: A Report on the 2014 Aspen Institute Roundtable on Institutional Innovation. http://www.johnseelybrown.com/navigatingdistruption.pdf

Class Questionnaire: Print, Fill out, and Bring to Class on September 6

Week 2 — Models/frameworks of leadership and their change orientation/How leadership views themselves are changing

Face-to-face class, September 13

Preparation for September 13 class (see website):

Reading:

Text — Chapters 1 & 2

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Crosby, Barbara C. & Bryson, John M. (2005). Leadership for the Common Good. 2nd ed. San Francisco: Jossey-Bass, chapter 1.

Allen, K. E. & Cherrey, C. (2000). Systemic Leadership: Enriching the Meaning of Our Work. Lanham, MD: University Press of America, 43–64, 125–129.

Assignments Due:

Reading forum post by dialog leaders, Thursday, September 8

Introductions: Use VoiceThread to introduce yourself, emphasizing your family, professional and community commitments by noon on September 11. Read classmates’ postings by class time.

Reading forum responses, Monday, September 12, by noon

September 13 In-class Activity:

Whale Rider/Humphrey Forum visit

The film will be shown from 4:30 to 6 p.m. in the Humphrey Forum, or you can view it on your own before class.

Week 3 — Models of change and their implications for leadership

Face-to-face class, September 20

Tension between change and no-changeInnovation as a type of change

Preparation for September 20 class (see website):

Reading:

Kotter, J. P. (1999). “Leading Change: The Eight Steps to Transformation.” In Jay A. Conger, Gretchen M. Spreitzer & Edward E. Lawler, III. eds., The Leader’s Change Handbook. San Francisco: Jossey-Bass, 87–99.

Heifetz, R. A., Grashow, A. & Linsky, M. (2009). The Practice of Adaptive Leadership. Boston, MA: Cambridge Leadership Associates, chapter 4.

Assignments Due:

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Reading forum post by dialog leaders, Thursday, September 15

Reading forum responses, Monday, September 19, by noon

Week 4 — Leading personal change in innovation society

Face-to-face class, September 27

Preparation for September 27 class (see website):

Reading:

Text – Chapters 3 & 4

Noddings, N. (1984). Caring: A Feminine Approach to Ethics and Moral Education. Berkeley, CA: University of California Press, 7–29, 203–204.

Assignments Due:

Reading forum post by dialog leaders, Thursday, September 18

Reading forum responses, Monday, September 22, by noon

Voice Thread assignment: What’s the biggest change that has happened to you as an adult? Describe it and talk about how you’ve responded to it. Due September 23 by noon.

September 27 In-class Activity:

Presentation by Women’s Advocates Inc. program director

Week 5 — Leading personal change (attention to theories of human development)

Face-to-face class, October 4

Preparation for October 4 class (see website):

Reading:

Text — Chapters 5 & 6

Hillman, J. (1997). The Soul’s Code: In Search of Character and Calling. New York: Warner, 3–40; 287–289.

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Dan Heath on change in behavior:http://www.youtube.com/watch?v=RpiDWeRN4UA&feature=relmfu

http://www.youtube.com/watch?v=JhBzxy7CneM

Recommended:

Rock, D. & Schwartz, J. (2006).“The Neuroscience of Leadership.” Strategy+Business 43: 72–81.Assignments Due:

Reading forum post by dialog leaders, Thursday, September 22

Reading forum responses, Monday, October 3, by noon

Take Clifton's StrengthsFinder or Seligman's Brief Strengths Test by class-time

Week 6 — Leading organizational change

Face-to-face class, October 11

Preparation for October 11 class (see website):

Reading:

Text — Chapters 7 & 8

Articles, books etc. about Anita Roddick and the Body Shop (not on course website; easily obtainable by searching the Internet)

Mumford, M. D., Eubanks, D. L. & Murphy, S. T. (2007). “Creating the Conditions for Success: Best Practices in Leading for Innovation.” In J. Conger & R. E. Riggio, The Practice of Leadership. San Francisco: Jossey-Bass.

Ford, Jeffrey D., Ford, Laurie W. & D’Amelio, Angelo. (2008). “Resistance to Change: The Rest of the Story.” Academy of Management Review 33(2): 362–377.

Assignments Due:

Reading forum post by dialog leaders, Thursday, October 6

Reading forum responses, Monday, October 10, by noon

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Action research teams post initial agreement by class time

Week 7 — The personal/organizational/societal nexus

Please Note: This face-to-face class is on October 16, Sunday at 3 p.m. Meet at the theater.

Visit to Mixed Blood Theatre, 1501 S. 4th St., Minneapolis.

Assignments Due:

Reflection on learning so far, 5 pages, due October 13

Reflection on play, due Monday, October 20

Week 8 — Leading organizational and societal change

Face-to-face class, October 25

Preparation for October 25 class (see website):

Reading:

Text — Chapters 7 & 8

Mendelberg, T. & Karpowitz, C.F. (2016). “Women’s Authority in Political Decision-making Groups.” Leadership Quarterly, 27(3), 487-503.

Offerman, L. R. & Matos, K. (2007). “Best Practices in Leading Diverse Organizations.” In J. Conger & R. E. Riggio, The Practice of Leadership. San Francisco: Jossey-Bass.

Assignments Due:

Reading forum post by dialog leaders, Thursday, October 20

Reading forum responses, Monday, October 24, by noon

Week 9— Leading across boundaries

Face-to-face class, November 1

Preparation for November 1 class (see website):

Reading:

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Crossbones by Naruddin Farah (If you have read this, pick another fiction or non-fiction book relating to multicultural situations and change.)

Recommended:

Hogg, Michael. (2009). “From Group Conflict to Social Harmony.” In T. L. Pittinsky, ed., Crossing the Divide: Intergroup Leadership in a World of Difference. Boston: Harvard University Press.

Week 10 — Leading societal change in an innovation society

Face-to-face class, November 8

E-democracy presentation

Project planning

Preparation for November 8 class (see website):

Reading:

Text — Chapter 11

Dan Heath on “sticky ideas”: http://www.youtube.com/watch?feature=endscreen&NR=1&v=uPJP_76q38k

Assignments Due:

Reading forum post by dialog leaders, Thursday, November 3

Reading forum responses, Monday, November 7, by noon

Ask the guest speaker forum, due by noon, November 7

Week 11— Sustaining change

Face-to-face class, November 15

Preparation for November 15 class (see website):

Reading:

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Crosby, Barbara C. & Bryson, John M. (2005). Leadership for the Common Good. 2nd ed. San Francisco: Jossey-Bass, chapter 5.

Borins, S. (2014). The Persistence of Innovation in Government: A Guide for Innovative Public Servants. Washington, DC: IBM Center for the Business of Government.

Reading forum post by dialog leaders, Thursday, November 10

Reading forum responses, Monday, November, 14 by noon

Week 12— Leading local to global change in an innovation society

Face-to-face class, November 22

Globalization

Polio Plus example

Preparation for November 22 class (see website):

Reading:

Pick one of the following e-cases:

Mission Convergence http://www.hubertproject.org/hubert-material/319/

Heading Home Hennepin http://www.hubertproject.org/hubert-material/201/

Sen, A. (1999). Development as Freedom. New York: Anchor Books, introduction & chapter 1.

Recommended:

Friedman, T. L. (2007). The World is Flat. New York: Picador.

Assignments Due:

Reading forum post by dialog leaders, Thursday, November 17

Reading forum responses, Monday, November 21, by noon

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Week 13— Embodying leadership and finalizing project

Face-to-face class, November 29

Preparation for November 29 class (see website):

Reading:

Text, Chapter 12

Ernst, C. & Yip, J. (2007). “Boundary-Spanning Leadership.” In Pittinsky, T. L., ed., Crossing the Divide: Intergroup Leadership in a World of Difference. Boston: Harvard Business Press.

Assignments Due:

Reading forum post by dialog leaders, Thursday, November 24

Reading forum responses, Monday, November 28, by noon

Week 14, December 6 — Report on findings

Assignments due:

Team action research project presentation

Week 15, December 13 — Presentation of framework for change

Assignments Due:

Reflection Paper

Reference List

Allen, K. E. & Cherrey, C. (2000). Systemic Leadership: Enriching the Meaning of Our Work. Lanham, MD: University Press of America, 43–64, 125–129.

Brown, J. S. & Adler, R .P. (2008). “Minds on Fire: Open Education, the Long Tail, and Learning 2.0.” EDUCAUSE Review 43(1): 16–32.

Chang, Ha-Joon. (2008). Bad Samaritans: Free Trade and the Secret History of Capitalism. New York: Bloomsbury.

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Conger, J. & Riggio, R. E. (2007). The Practice of Leadership. San Francisco: Jossey-Bass.

Conger, Jay A., Spreitzer, Gretchen M. & Lawler, III, Edward E. (1999). The Leader’s Change Handbook: An Essential Guide to Setting Direction and Taking Action. San Francisco: Jossey-Bass.

Crosby, Barbara C. & Bryson, John M. (2005). Leadership for the Common Good. 2nd ed. San Francisco: Jossey-Bass.

Crossan, M. M., Lane, H. W. & White, R. E. (1999). “An Organizational Learning Framework: From Intuition to Institution.” Academy of Management Review 24(3): 522–537.

Csikszentmihalyi, M. (1993). The Evolving Self: A Psychology for the Third Millenium. New York: Harper Perennial.

Duarte, D. L. & Snyder, N. T. (2002) “Leadership in a Virtual World.” In F. Hesselbein & R. Johnson, eds., On High-Performance Organizations. San Francisco: Jossey-Bass.

Dungee, T. with Whitaker, N. (2010). The Mentor Leader. Carol Stream, IL:Tyndale.

Ernst, C. & Yip, J. (2007). “Boundary-Spanning Leadership.” In Pittinsky, T. L., ed., Crossing the Divide: Intergroup Leadership in a World of Difference. Boston: Harvard Business Press.

Ford, Jeffrey D., Ford, Laurie W. & D’Amelio, Angelo. (2008). “Resistance to Change: The Rest of the Story.” Academy of Management Review 33(2): 362–377.

Friedman, T. L. (2007). The World is Flat. New York: Picador.

Harkins, A. (Spring 2003). “In Their Dreams: Paradigm Alternatives and the Marketing of Responsive Educational Services.” On The Horizon 11(1).

Harkins, A. (Winter 2002). “The Futures of Career and Technical Education in a Continuous Innovation Society.” Journal of Vocational Education Research 27(1).

Heath, Chip & Heath, Dan. (2010). Switch: How to Change Things When Change is Hard. New York: Broadway Books.

Heath, Chip & Heath, Dan. (2007). Made to Stick: Why Some Ideas Survive and Others Die. New York: Random House.

Heifetz, R. A., Grashow, A. & Linsky, M. (2009). The Practice of Adaptive Leadership. Boston, MA: Cambridge Leadership Associates.

Hesselbein, F. & Johnson, R., eds. On High-Performance Organizations. San Francisco: Jossey-Bass.

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Hillman, J. (1997). The Soul’s Code: In Search of Character and Calling. New York: Warner.

Hogg, Michael. (2009). “From Group Conflict to Social Harmony.” In T. L. Pittinsky, ed., Crossing the Divide: Intergroup Leadership in a World of Difference. Boston: Harvard University Press.

Johansen, Bob. Leaders Make the Future: Ten New Leadership Skills for an Uncertain World. San Francisco: Berrett-Koehler, 2012.

Kotter, J. P. (1999). “Leading Change: The Eight Steps to Transformation.” In J. A. Conger, G. M. Spreitzer & E. E. Lawler, eds. The Leader’s Change Handbook. San Francisco: Jossey-Bass, 87–99.

Kouzes, James M. and Posner, Barry Z. (2007). The Leadership Challenge: How to Get Extraordinary Things Done in Organizations. 4th ed. San Francisco: Jossey-Bass.

Light, P. (1998). Sustaining Innovation: Creating Nonprofit and Government Organizations that Innovate Naturally. San Francisco: Jossey-Bass.

Manns, M. L. & Rising, L. (2005). Fearless Change: Patterns for Introducing New Ideas. Boston: Addison-Wesley.

Marris, P. (1996). The Politics of Uncertainty: Attachment in Private and Public Life. London: Routledge.

Mendelberg, T. & Karpowitz, C.F. (2016). “Women’s Authority in Political Decision-making Groups.” Leadership Quarterly, 27(3), 487-503.

Mumford, M. D., Eubanks, D. L. & Murphy, S. T. (2007). “Creating the Conditions for Success: Best Practices in Leading for Innovation.” In J. Conger & R. E. Riggio, The Practice of Leadership. San Francisco: Jossey-Bass.

Noddings, N. (1984). Caring: A Feminine Approach to Ethics and Moral Education. Berkeley, CA: University of California Press.

Offerman, L. R. & Matos, K. (2007). “Best Practices in Leading Diverse Organizations.” In J. Conger & R. E. Riggio, The Practice of Leadership. San Francisco: Jossey-Bass.

O’Toole, J. (1995). Leading Change: Overcoming the Ideology of Comfort and the Tyranny of Custom. San Francisco: Jossey-Bass.

Patchett, Ann. 2001. Bel Canto. New York: Harper Collins.

Pittinsky, T. L., ed. (2007). Crossing the Divide: Intergroup Leadership in a World of Difference. Boston: Harvard Business Press.

Rock, D. & Schwartz, J. (2006). “The Neuroscience of Leadership.” Strategy+Business 43: 72–81.

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Schein, E. H. (2004). Organizational Culture and Leadership. (3rd ed.). San Francisco: Jossey-Bass.

Schumpeter, J. A. (1962). Capitalism, Socialism, and Democracy. (3rd ed.). New York: Harper Torchbooks.

Sen, A. (1999). Development as Freedom. New York: Anchor Books.

Terry, R. (2001). Seven Zones for Leadership: Acting Authentically in Stability and Chaos. Palo Alto, California: Davies-Black Publishing.

Van de Ven, A. H., Polley, D. E., Garud, R. & Venkataraman, S. (1999). The Innovation Journey. Oxford: Oxford University Press.

Van de Ven, A. H. & Poole, M. S. (1995). “Explaining Development and Change in Organizations.” Academy of Management Review 20(3): 510–540.

Wheatley, M. J. (1999). Leadership and the New Science: Learning about Organization from an Orderly Universe. San Francisco: Berrett-Koehler Publishers, Inc.

Other:

Allee, Verna. (2003). The Future of Knowledge: Increasing Prosperity through Value Networks. Boston: Butterworth-Heinemann.

Amidon, Debra M. (2003). The Innovation Superhighway. Boston: Butterworth- Heinemann.

Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P. & Trow, M. (1994). The New Production of Knowledge. London: Sage.

McElroy, Mark W. (2003). The New Knowledge Management: Complexity, Learning and Sustainable Innovation. New York: Butterworth-Heinemann.

Pascale, Richard T., Millemann, Mark & Gioja, Linda. (2000). Surfing the Edge of Chaos: The Laws of Nature and the New Laws of Business. New York: Three Rivers Press.

Rhodes, Frank H. (2001). The Creation of the Future: The Role of the American University. Ithaca, NY: Cornell University Press.

Rogers, Everett M. (2003). Diffusion of Innovations. New York: Free Press.

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