Selected reasons for resistance to change in education are discussed, the kinds of resulting behaviors are noted, and suggestions for plausible means of overcoming this resistance are offered. Though the search for excellence and innovation in education are desirable, they are often not sustained for any appreciable period of time and the innovations are often used in a limited manner. The use of computers in higher education is a recent example of this process in operation. Though computers have been widely applied, the potential has not been realized. Cost, lack of access to good software, and teacher resistance to the approach threaten the widespread implementation of computers. Resistance to change is discussed in detail, and resistant behaviors are explained. Such behavior becomes evident when there is an attempt to introduce new methods of instruction in education. Both aggressive (directly attacking) and subtle (stalling for time) resistant behavior is found. Various steps for overcoming resistance are "unfreezing" the old attitude, changing, and refreezing the new attitude. Each faculty member's needs must be considered. Information regarding the innovation must go to all necessary people in a form that is uniquely meaningful to each. Some people may fear economic or job loss or loss of job status because of the innovation, so those introducing the innovation must be aware of these fears and must act in a nonalienating way. Information must focus on things in which the change will and will not result. Too often, the individual will progress to the point of using the innovation, but not in a way that optimizes its potential. This individual must learn to network with others and engage in mutual sharing of ideas and potential uses. Success is based on individual efforts resulting from personal commitment to change. Contains 25 references. (SM)