To those of us involved in research and teaching in information systems (IS) it is clear that curriculum innovation and change is complex, and anything but straightforward. The amount of control that individual IS academics have over the curriculum varies between universities. In some cases there is complete control over curriculum content, whereas in others just control over delivery with content determined externally. This chapter concentrates on the former situation but still has some relevance to the latter. All curriculum innovation is complex (Fullan, 1993) due to the involvement of a large number of human actors, but in information systems curriculum change this is particularly so due to the need to consider the part played by such non-human actors (Latour, 1996) as the technology itself.