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While attending a meeting, the discussion turns to new equipment. One colleague, just back from a conference, describes new equipment seen on the vendor floor and wants to buy some of it. With extra budget funds available, the purchase would use up what’s left for the year. The plan is to spend the funds first and figure out later which course the equipment will actually be used in.

An administrator approaches you: “We’ve identified a group of students we can enroll if we have more lab space. A donor is willing to provide funding, so let’s expand our labs and increase our enrollment.”

Does any of this sound familiar? Maybe you’ve been on the delivery side of one of these requests — or on the receiving end. Since I started in simulation in the late 1990s, I’ve watched the field evolve into what it is today, and these are exciting times. Some simulation centers are tucked into small spaces, while others span multiple floors. We have new simulation technology, VR systems, and countless avenues to enhance our learners’ experience.

With all these options, how do we decide what we need or want to purchase for our simulation programs?

Growth comes with a cost, and I don’t want to overlook the real challenges many institutions face in securing funding for simulation. But new equipment and expansion also come with hidden costs that aren’t always considered — particularly the resources needed to implement the change itself: educating people, and having enough of the right people in place to support it.

So what’s needed when change arrives at your doorstep? I like to start with two questions: “Why this change?” and “What’s the impact on the program?”

The Why

Understanding the reason behind a proposed change — seeing the bigger picture — helps clarify its potential impact on the program. Whether the request involves new equipment or an expansion, what’s the underlying reason? What’s the end goal? Gaining clarity on the “why” early on can eliminate confusion and provide a clearer picture of what’s required for success. It also helps me identify which areas are likely to be affected by the change.

The Impact

Once the “why” is understood, it’s time to consider the broader impact of implementation. Will this affect your institution’s infrastructure — IT, facilities, faculty, staff? Will it influence your curriculum? Are you purchasing equipment first and then adapting your program to fit it (technology before education)? Or are you identifying gaps and needs through educational planning, and then choosing the technology that supports those goals (education before technology)?

These questions matter because change often triggers a ripple effect, and understanding that ripple is essential. That shiny new VR headset might feel like a new car in a showroom calling your name, or that new simulator might look like the perfect fit for an empty corner of your sim center — but once you bring it home, where does the real impact land?

From my perspective, here are some of the areas where a ripple effect from equipment purchases tends to land:

• Impact on IT: Will the new technology integrate with your current infrastructure? Does it require internet access or specific system compatibility?
• Impact on Curriculum: Where does the new technology fit in your existing curriculum? Was it purchased first, with a plan to find a place for it, or was it chosen to fill a known gap?
• Impact on Faculty: Are your faculty members prepared to use this technology in their teaching? Were they involved in the decision-making, or given an opportunity to try it beforehand?
• Part-Time Faculty Considerations: If your program relies on adjunct instructors, are they educated and ready to adopt this new technology?
• Impact on Students: How will student learning be affected? Is there a cost passed on to them? Have you addressed institutional policies and accommodations?
• Impact on the Simulation Team: Do you have enough people to support this change? Are you adding new responsibilities that require additional staffing or resources? Do you have the right education in place for your people to properly support the change?

I’m not opposed to technological innovation — far from it. I love new gadgets almost to a fault. But when I’m faced with decisions about equipment, expansion, or other changes, I always ask: Where will the impact land? Are we ready? Do we have the right people involved in the decision-making? What are the ripple effects?

Ultimately, it comes down to these questions: Do we understand the impact of the purchase or expansion? Have we educated our people so we can make an informed decision?

For me, prioritizing education before technology allows us to evaluate change through the lens of preparedness — it ensures that our most valuable resource, our people, are educated, equipped, and empowered to implement meaningful change.

Views and opinions expressed here are my own and do not represent those of any organization or employer.

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