The framework for understanding the management difference is neatly captured by the "red ocean" and "blue ocean" strategies described by W. Chan Kim and Renee Mauborgne in "Blue Ocean Strategy" (Kim & Mauborgne, 2004). In the original, the terms refer to alternative market strategies. Red ocean means competition in a market defined by a zero sum game. An alternative, less frequently used strategy is the blue ocean strategy which means developing new limits or rules which change the market in such a way that it is no longer a zero sum game. For example, a competitor in the automobile business might move toward radical innovation by developing a new type of automobile, perhaps a first of its kind hydrogen car. This new technology would offer consumers a radically different alternative and open a new market with new rules. Although there is still competition between the old and the new technologies both can exist in the market without direct competition in price. The question is whether a new market for hydrogen cars will emerge. The contrast between blue and red ocean strategies in business is well established. What it means for organizational change in the business of higher education is perhaps best demonstrated through competing case studies. These two cases illustrate fundamentally different approaches to institutional change, and they produce radically different results for predictable reasons. By drawing lessons from these cases, individuals may improve the effectiveness of their efforts to use assessment data when implementing institutional change.