Alan Lawler - Academia.edu (original) (raw)

Papers by Alan Lawler

Research paper thumbnail of Mission-based compacts and organisational learning at an Australian University

Federation University Australia, 2014

Research paper thumbnail of Retrenchment and Learning: what do retrenchees learn?

Research paper thumbnail of LMS transitioning to Moodle: A surprising case of successful, emergent change management

Australasian Journal of Educational Technology, 2011

During 2009-10 the University of Ballarat implemented the open-source learning management system ... more During 2009-10 the University of Ballarat implemented the open-source learning management system (LMS) Moodlealongside its existing legacy LMS, Blackboard. While previous IT implementations have been troublesome at the university, notably the student information and finance management systems in 2008-09, the Moodle implementation appears to have been a success. This article reviews the key factors in the implementation and points to several features which have made it a success. The success factors may be suitable for consideration by other organisations which are implementing change, particularly as several appear to run counter to the traditional conceptions of change and project management. This case study points to the importance of trust and empowerment of high quality LMS staff, who are focussed on the end-user rather than the technical side, to implement the project in an 'organic', emergent process. Given that the managerialist project management model, which appears...

Research paper thumbnail of Perspectives on Instituting Change Management in Large Organisations

The Australian Universities' review, 2010

Australian universities are currently undergoing significant and deep-seated change to their fund... more Australian universities are currently undergoing significant and deep-seated change to their funding models through their relationship to Federal government social development and research agendas. Consequently, changes are being instituted at all levels of university activity. Such changes are often accompanied by considerable disruption to traditional and accepted practices. This has had the effect of introducing unanticipated institutional difficulties and is causing some significant levels of personal uncertainty for staff. We suggest that such difficulties might be mitigated by more effective, efficient and transparent change management strategies.

Research paper thumbnail of Facilitating ‘organisational learning’ in a ‘learning institution’

Journal of Higher Education Policy and Management, 2013

The term ‘organisational learning’ was popularised by Peter Senge in ‘The Fifth Discipline’, his ... more The term ‘organisational learning’ was popularised by Peter Senge in ‘The Fifth Discipline’, his seminal book from 1990. Since then, the term has become widely accepted among those interested in organisational learning and change management. However, partly due to the somewhat ambiguous situation which arises in a university which is a ‘learning organisation’ in a different sense, academic staff may experience some confusion when this term is used in a higher education institutional context. Further, the embedded notions of single- and double-loop learning and tacit and explicit knowledge, which are features of organisational learning, are not widely understood by those affected by organisational learning initiatives, leading again to some unintended confusion of purpose in situations of change.

Research paper thumbnail of Perspectives on Instituting Change Management in Large Organisations

Australian Universities Review, 2010

Australian universities are currently undergoing significant and deep-seated change to their fund... more Australian universities are currently undergoing significant and deep-seated change to their funding models through their relationship to Federal government social development and research agendas. Consequently, changes are being instituted at all levels of university activity. Such changes are often accompanied by considerable disruption to traditional and accepted practices. This has had the effect of introducing unanticipated institutional difficulties and is causing some significant levels of personal uncertainty for staff. We suggest that such difficulties might be mitigated by more effective, efficient and transparent change management strategies.

Research paper thumbnail of Mission-based compacts and organisational learning at an Australian University

Federation University Australia, 2014

Research paper thumbnail of Retrenchment and Learning: what do retrenchees learn?

Research paper thumbnail of LMS transitioning to Moodle: A surprising case of successful, emergent change management

Australasian Journal of Educational Technology, 2011

During 2009-10 the University of Ballarat implemented the open-source learning management system ... more During 2009-10 the University of Ballarat implemented the open-source learning management system (LMS) Moodlealongside its existing legacy LMS, Blackboard. While previous IT implementations have been troublesome at the university, notably the student information and finance management systems in 2008-09, the Moodle implementation appears to have been a success. This article reviews the key factors in the implementation and points to several features which have made it a success. The success factors may be suitable for consideration by other organisations which are implementing change, particularly as several appear to run counter to the traditional conceptions of change and project management. This case study points to the importance of trust and empowerment of high quality LMS staff, who are focussed on the end-user rather than the technical side, to implement the project in an 'organic', emergent process. Given that the managerialist project management model, which appears...

Research paper thumbnail of Perspectives on Instituting Change Management in Large Organisations

The Australian Universities' review, 2010

Australian universities are currently undergoing significant and deep-seated change to their fund... more Australian universities are currently undergoing significant and deep-seated change to their funding models through their relationship to Federal government social development and research agendas. Consequently, changes are being instituted at all levels of university activity. Such changes are often accompanied by considerable disruption to traditional and accepted practices. This has had the effect of introducing unanticipated institutional difficulties and is causing some significant levels of personal uncertainty for staff. We suggest that such difficulties might be mitigated by more effective, efficient and transparent change management strategies.

Research paper thumbnail of Facilitating ‘organisational learning’ in a ‘learning institution’

Journal of Higher Education Policy and Management, 2013

The term ‘organisational learning’ was popularised by Peter Senge in ‘The Fifth Discipline’, his ... more The term ‘organisational learning’ was popularised by Peter Senge in ‘The Fifth Discipline’, his seminal book from 1990. Since then, the term has become widely accepted among those interested in organisational learning and change management. However, partly due to the somewhat ambiguous situation which arises in a university which is a ‘learning organisation’ in a different sense, academic staff may experience some confusion when this term is used in a higher education institutional context. Further, the embedded notions of single- and double-loop learning and tacit and explicit knowledge, which are features of organisational learning, are not widely understood by those affected by organisational learning initiatives, leading again to some unintended confusion of purpose in situations of change.

Research paper thumbnail of Perspectives on Instituting Change Management in Large Organisations

Australian Universities Review, 2010

Australian universities are currently undergoing significant and deep-seated change to their fund... more Australian universities are currently undergoing significant and deep-seated change to their funding models through their relationship to Federal government social development and research agendas. Consequently, changes are being instituted at all levels of university activity. Such changes are often accompanied by considerable disruption to traditional and accepted practices. This has had the effect of introducing unanticipated institutional difficulties and is causing some significant levels of personal uncertainty for staff. We suggest that such difficulties might be mitigated by more effective, efficient and transparent change management strategies.