Most faculty development programs seem to focus on the implementation of innovative teaching methods, and studies attend to questions related to successful introduction of instructional innovations without addressing questions about the maintenance phase. This paper describes findings of a study (conducted at the Faculty of Economics and Business Administration of the University of Maastricht, Netherlands) that focused on the importance of the maintenance phase in securing and further developing the innovation process. The results of the study suggested that the maintenance of an innovation process is strongly influenced by departmental affiliation, the organizational context teachers are working in, the previous teaching experience of the teachers, and a consistent system of quality management. (Author/ND)