Creating learning organizations in higher education: applying a systems perspective (original) (raw)
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Creating learning organizations: a systems perspective
The Learning Organization, 2010
Purpose -The purpose of this paper is to offer a theoretical contribution to explicate the various factors and aspects that influence Senge's five disciplines and their outcomes. Design/methodology/approach -The paper develops a conceptual framework for the analysis of antecedents and outcomes of Senge's five disciplines, and offers moderators to explain the prospect associations, employing a multi-level analysis to explore issues, from the individual level (personal mastery) through the collective level (team learning, mental model) up to the organizational level (shared vision, systems thinking). Based on this theoretical framework, the paper offers a set of propositions in the shape of a causal model that links the constructs of the model together.
The University; A Learning Organization? : An Illuminative Review Based on System Theory
2006
There are voices in the research field suggesting that universities should become learning organisations in order to survive and become competitive in a complex environment. Two research aims have been raised. The first was concerned with in what way the organisational qualities of a university match the characteristics of a theoretical model of a learning organisation. The second was regarding in what way the organisational characteristics interact with one another in order to find out whether they support or hinder organisational learning. The selected case, Karlstad University, had an explicit vision to become a learning organisation. An integrated theoretical model of a learning organisation was created, based on different perspectives. The university was divided into six subsystems (vision, grouping, communication, norm, sanctions and evaluation system) and method triangulation has been applied, based on interviews, documents and a survey. Data analysis has been focused on the identification of organisational characteristics of the case, in relation to the theoretical model. Furthermore, explorative factor analysis as well as system theory analyses has been applied. The results show that out of six subsystems, four (communication, norm, sanctions and evaluation system) do not meet the characteristics in the theoretical model of a learning organisation. One subsystem (vision system) turned out to meet, as well as not to meet, the requirements in the theoretical model, while one-the grouping system-matches the requirements. The conclusion has been drawn that the university's inner life is not in harmony with the characteristics of the theoretical model of a learning organisation.
Universities as learning organizations: Implications and challenges
Educational Research Review, 2008
The learning organization is a concept that is becoming an increasingly widespread philosophy in modern organizations, from largest multinationals to the smallest ventures. As initially conceived by Senge (1990), the learning organization has a strongly humanist orientation, being a place where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together. In order to implement learning organization techniques, public universities should tackle the five disciplines essential to a learning organization-team learning, shared vision, mental models, personal mastery and systems thinking. This paper poses the following questions: how are public universities committed to the following: creating continuous learning opportunities; promoting inquiry and dialogue; encouraging collaboration and team learning; est0ablishing systems to capture and share learning; empowering people towards a collective vision, and connecting the organization to its environment? The paper proposes the need for radical rethinking and re-engineering of the core functions of public universities in developing countries.
2016
There are voices in the research field suggesting that universities should become learning organisations in order to survive and become competitive in a complex environment. Two research aims have been raised. The first was concerned with in what way the organisational qualities of a university match the characteristics of a theoretical model of a learning organisation. The second was regarding in what way the organisational characteristics interact with one another in order to find out whether they support or hinder organisational learning. The selected case, Karlstad University, had an explicit vision to become a learning organisation. An integrated theoretical model of a learning organisation was created, based on different perspectives. The university was divided into six subsystems (vision, grouping, communication, norm, sanctions and evaluation system) and method triangulation has been applied, based on interviews, documents and a survey. Data analysis has been focused on the identification of organisational characteristics of the case, in relation to the theoretical model. Furthermore, explorative factor analysis as well as system theory analyses has been applied. The results show that out of six subsystems, four (communication, norm, sanctions and evaluation system) do not meet the characteristics in the theoretical model of a learning organisation. One subsystem (vision system) turned out to meet, as well as not to meet, the requirements in the theoretical model, while one-the grouping system-matches the requirements. The conclusion has been drawn that the university's inner life is not in harmony with the characteristics of the theoretical model of a learning organisation.
Learning Disciplines in an Organization: A Critical Review on Peter Senge's "Fifth Discipline
International Journal of Research Publications, 2021
"Fifth Discipline" is a book authored by Peter Senge articulating five learning disciplines that are important in an organization. These disciplines include personal mastery, mental models, team learning, shared vision and systems thinking. Synergy of the learning disciplines exemplifies a learning organization that builds and continually learns. As a vital component in organizational process, learning disciplines highlight systems thinking (fifth discipline) in ascertaining holistic functioning of the different elements within an organization. For them to be achieved, leaders need to be equipped with various learning tasks, perspectives and strong dedication to uphold the organizational culture without compromising individual predicaments of its members.
EURAM 2019 Proceedings, 2019
This research aims to study the role that learning organizations may have on Portuguese higher education institutions (HEIs), through a literature review that supports the presentation of a conceptual model proposed by the authors, which aims to study the possible relationships between learning organizations and Total Quality Management (TQM) practices, innovation strategies, internationalization, and organizational performance. The survival of HEIs depends on how these institutions accept change, improve their practices and react to competitiveness. Nowadays, the most relevant aspects of education in higher education are translated by learning, dynamic structures, flexibility, and quality. Consequently, the higher education system will have to adapt to the continuous changes and new requirements, to achieve the success and the proposed objectives. Thus, to differentiate themselves from their competitors, organizations must develop their resources, promoting the creation of knowledge and the dissemination of information.
The Learning Organization, 2020
Purpose-The purpose of this paper is to explore the inherent problem of Senge's learning organization, embedded in his seminal work, The Fifth Discipline: The Art and Practice of the Learning Organization. The authors contend that such a problem has an enduring quality that leads to a highly problematic state of learning organization, and a radical shift in the understanding is necessary. Design/methodology/approach-This paper is based on a critical review of relevant literature in the areas of learning organization. Some of Senge's own works will also be reviewed. Findings-This paper contends that Senge's project of learning organization is a managerial attempt to remove bureaucracy and, as such, the concept of learning has been displaced from the outset. Hence, the theory of learning organization offers a weak response to the pressing issues such as climate and global warming. While some of Senge's other works seem to show an awareness of the necessity of new managerial visions, the authors argue that what is required is a scrutiny of the belief that corporations are able to achieve a wider social and ecological goal. Originality/value-This paper offers a radical account of Senge's concept of learning organization, including Senge's dialogue with Nan Huai-Jin, published in Chinese. The authors question the mysterious state of learning in Senge's learning organization and offer a possible new account of learning organization.