the University; A Learning (original) (raw)
Related papers
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.
Organization Development Toward Learning Organization in a Private University
International Journal of Cyber Society and Education, 2015
The purpose of this research is to study the characteristics of a learning organization and then to determine the factors which would allow a private university to achieve such status. The study considers five aspects of the organization's subsystems based upon Michael J. Marquardt's theory: learning, organization, people, knowledge and technology. The research adopted a qualitative research procedure. A survey was administered to collect all faculty and staff's perspectives, and analyze them using the Learning Organization Profile. The results were used to formulate questions for interviews with four of the university's top executives. The university being studied was found to have a high degree of learning organization, in compliance with the five aspects framework. Thirteen influencing factors and six vulnerabilities were identified. The concept of organization development toward learning organization as defined in this study can be applied to other types of organizations. The methodology used in the study can be adapted to identify supporting factors and weaknesses, and then to initiate appropriate International Journal of Cyber Society and Education 20 projects which would lead to successful implementation.
Universities as Learning Organizations in the Knowledge Economy
Management Dynamics in the Knowledge Economy Journal, 2016
Through the present paper, we want to emphasize a set of managerial strategies to be applied in order to improve the operational functioning of a university up to the status of a learning organization. The objectives of this research paper are first to present several different perspectives about the concept of a ‘learning organization’; second to substantiate the (still) fuzzy paradigm of universities as learning organizations both from a scientific and pragmatic perspective; and third to argue a set of strategies to be applied for the transformation into a ‘learning organization’. The relevance of the research theme is evidenced by the interest manifested by the academic community towards the issues that universities (as Higher Education Institutions) are confronting with especially during the last decades. This fact is reflected by the great number of publications in specialized journals and participation to thematic conferences and debates. The first section presents var...
Creating learning organizations in higher education: applying a systems perspective
The Learning Organization, 2010
Purpose: The purpose of this paper is to offer an application of a system model for Senge's five disciplines in higher education (HE) institutions. Design/methodology/approach: The paper utilizes a conceptual framework for the analysis of antecedents and outcomes of Senge's five disciplines, focusing on specific factors unique to the HE sector. Findings: The explication of the model manifests its relevance and applicability for the HE sector: it represent how universities operate as learning organizations and posits the anticipated interactions among specific constructs associated with Senge's five disciplines within the HE sector. Practical implications: The paper manifests a causal model that links variables in the learning organization, a perspective that would be instrumental for HE institutions to achieve competitive advantage.
A Case Study of the Development of a Learning Organization
In this paper I present the results of developing a learning organisation based upon a dual systems thinking of organisations and a conventional theory of learning and knowledge. The point of departure is a case study of a Danish public enterprise whose management relied upon some consultants' view of a learning organisation as tightly coupled with another management philosophy, namely that of Total Quality Management. I argue that this relation created a boundary between, on the one hand, human actions and learning, and, on the other hand, the development of the core work practices of the organisation. I, further, point to how the learning-theory inherent in most literature on learning organisations hold a rather simplistic understanding of learning. The result is that the method for developing a learning organisation stays within a traditional educational mode, which does not contribute to fully release the human potential in work organisations.
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.
Quo Vadis Universitas?(Organizational Concepts - Imperatives for Success and Value)
2015
The paper considers the Bologna university reform in terms of organizational concepts and their contribution to higher education quality. The contribution to shedding light on these issues is considered from the standpoint of corporate concept of organization and model of diffusion, primarily dealing with adoption of change through social systems, complex organizational models studying change as a function of variables such as centralization and change, as well as conflicts of models directed at social conditions and type of changes. Arguments supporting the evaluation of certain organizational concepts are considered by means of empirical research on students’ competencies as indicators of higher education quality.
Towards universities as learning organisations
Learning Organization, 1998
The notion of "learning organisation" is, arguably, gaining credibility. This article takes this position as a starting point and, in the context of the authors' own declared assumptions and beliefs, explores the meaning and potential application of the concept. This is achieved through examination of the literature on "learning organisations", especially as it connects with emerging thinking on strategy and strategic management, and postmodern analyses of organising. The examination is then used as a comparison with conventional practices in UK universities. The argument is advanced that universities, as providers of management education, have both privileged opportunities and critical responsibilities to seek to adopt the ideal and practices associated with the concept of "learning organisation". Some initial suggestions are included on what this might mean, and "look like", in practice if the attempt to move towards learning organisation status is taken seriously.
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.