Applied learning includes a variety of curricular and co-curricular experiences within higher education, including student internships, undergraduate research, cooperative learning, capstone experiences, and independent/directed study. While research has shown the benefits of applied learning experiences related to student outcomes, how to implement applied learning at scale across various disciplines and institutional types within higher education remains a complex challenge. This article considers research on organizational change in an effort to better understand how applied learning content and experiences can be expanded across diverse postsecondary settings.

A case example employing document analysis considers the State University of New York (SUNY) Applied Learning Initiative as an example for implementing applied learning at a system level. We consider the case through a theoretical model for understanding and researching organizational change, encompassing issues of content, context, process, and criterion in implementing change within organizations. Key findings indicate that prioritizing applied learning offers opportunities for faculty and staff to engage such pedagogies in a consistent and replicable manner toward benefitting student outcomes. Yet, we also find that such efforts are in many ways contingent upon carefully managing vertical and horizontal organizational dynamics to ensure such ambitions are fully and equitably realized.

应用学习包括高等教育中的各种课程和课外体验，包括学生实习、本科生研究、合作学习、顶点体验和独立/定向学习。尽管研究表明应用学习体验与学生成绩相关的好处，但如何在高等教育中跨学科和机构类型大规模实施应用学习仍然是一个复杂的挑战。本文考虑了有关组织变革的研究，以更好地理解如何在不同的高等教育环境中扩展应用学习内容和经验。

采用文档分析的案例将纽约州立大学 (SUNY) 应用学习计划视为在系统级别实施应用学习的示例。我们通过理解和研究组织变革的理论模型来考虑该案例，涵盖组织内实施变革的内容、背景、过程和标准问题。主要研究结果表明，优先考虑应用学习为教职员工提供了以一致且可复制的方式参与此类教学法的机会，从而有利于学生的学习成果。然而，我们还发现，这些努力在很多方面都取决于仔细管理纵向和横向组织动态，以确保这些雄心壮志得到充分和公平的实现。