• Involve ABET in developing coaching and training materials and programs for faculty in support of the conversion to participative management in engineering education.

• Shift ABET attention from “inspecting quality in at the end of the line,” toward participative, cooperative empowerment of faculty (and students) in internalizing the unending quest for quality.

It appears to me that Taylorism is alive and well in the minds of engineering faculty throughout the nation. Furthermore, it appears that the unresponsive, change-resisting attitude exhibited by many engineers in American manufacturing practice is in large measure due to this primitive and ineffective educational paradigm.

I benefited from participative deliberations and advice from several of my faculty colleagues, including K. P. White and my research associate R. Mathieu, and from about 40 graduate students who read earlier drafts of this paper and engaged in vigorous criticism and advice. I wish also to thank Dale Compton for his comments, which improved the focus of the effort. It seems fair to say that this work product was an effort of a team operating in the Hersey-Blanchard P-Mode.