universities are organisations of learning, but are they good learning organisations? universities...

Universities are organisations of learning, but are they good learning

organisations?

Universities are organisations of learning.

But are they good learning organisations ?

The reasons for our research

The research focus

The research process

Emerging insights.

SANTED Formative research study

Reasons for our research

• Organisational learning promotes democratic development

Knowledge for improvement and change.

• Demands for reform at universities are overwhelming– new funding formulas– new systems for quality assurance– efforts to improve throughput– new demands on leadership – pressure to increase student fees– demands for strong social engagement

The research focus: Two dimensions

• Three institutional case studies - UWC, UDW and Bergen

• A comparative examination of learning processes in the three institutions, using the three case studies as a basis for the study of learning.

Theoretical focus of the research

• The theoretical focus is on processes of leadership and management within these institutions, and about how the organisations achieve success. That is, how processes of learning and knowledge formation affect what leaders and managers do.

• Even if projects fail, learning organisations will internalise lessons to improve how they work in future.

The formative research process

• Through interaction, researchers and managers mutually shape the research and inform each other.

• Creating a mutual understanding of seemingly similar social phenomena through intricate processes of reflection.

• Learning has occurred from the difficulty of forging close collaboration.

Formative research is in itself based on theories of learning,

particularly that there is unity of theory and practice.

The research team

• Managers and researchers

• 25 people

• Use of similar instruments

• 2 continents

• 6 disciplines

Formative research

• Reflection has been challenging and informative

• The composition of the teams yielded unexpected benefits.

• Feedback to researchers from administration has come in many different forms, illustrating different ways of learning.

SOUTH AFRICA-NORWAY TERTIARY EDUCATION DEVELOPMENT PROGRAMME (SANTED)

Case studies and learning

University of Bergen

University of Durban Westville

University of the Western Cape

Case studies and learning

• The cases and their three processes of learning are comparable despite differences between the projects, plans, reforms and national contexts.

• UWC and Bergen are more similar than either of them to UDW.

Case Studies

UDW Upward Bound Enrichment Programme

• Secure a more diverse student profile

• Has had limited organisational influence?

• Provide high school learners with support

• Learning from the project strengthened future planning

Case studies

UWC Equitable Access Project

• Inter-related projects that address aspects of the university’s strategic plan

• Aim to improve throughput rates of Master’s and Doctoral students

• Place graduates in jobs

• Academic support at high schools

• Identify students at risk (poorly performing)

Case studies

University of Bergen Quality Reform

• Maintain high academic standards while adjusting to the demands of the mass university

• Continuous assessment of students

• A new degree structure

• A new system for allocating marks

• Increased international exchanges

• A re-organisation of administrative support structures

SO WHAT IS NEW?

Research question 1

How does management formulate goals, develop programmes and organisational learning strategies?

-The data show great variation in approaches

- Processes of participation and consultation influence the commitment to learning

Research question 2

– Leadership and management matter a lot for learning

– External experts may undermine trust in change and learning

• What are the conditions and criteria for successful change and organisational learning in the projects?

-There are many barriers to learning

- Positive attitudes to change and learning facilitate reform

- Important to create different arenas for learning.

Research question 2 (cont)

Conclusion

Two kinds of accomplishments are envisaged by the

project:

1. Mutual learning across the researcher/ administrator divide

– Across disciplines

– Across institutions

– Across national cultures

2. Dissemination of the research findings inside and outside the research community through the publication of a book.

ARE

Conclusion

UNIVERSITIES

LEARNING

GOOD

ORGANISATIONS?

So far we find a commitment to learning and a commitment to reform.

Sometimes they are successful.

University of Western Cape

University of Bergen

University of Durban Westville