Much has come to light since the advent of the 21st century learning-college principles. But a seventh principle, accompanied by critical strategies, could form a framework for transforming learning organizations. Read how this evolution continues to unfold in the July Learning Abstracts.
Published monthly with Support from SCT (www.sct.com)
**To view the web version of this abstract, in printer-friendly layout, go to: https://www.league.org/publication/abstracts/learning/lelabs0307.htm
_____________________________________________________________________
A Framework for Transforming Learning Organizations: Proposing a New
Learning College Principle
Alicia Barbara Harvey-Smith
SETTING THE CONTEXT
The trend in postsecondary education to embrace more learning-centered
approaches must involve the examination and reshaping of institutional
cultures to truly transform. The shifts in instructional practice are clear and have been guided by the six learning college principles of (1) creating substantive change in learners, (2) engaging learners as full partners, (3) creating and offering a variety of learning options, (4) assisting learners in forming and participating in collaborative learning activities, (5) defining roles in response to the needs of learners, and (6) documenting improved and expanded learning (O'Banion, 1997). Yet shifts in practice within student affairs divisions are less clear, thus limiting our ability to document the impact the learning revolution is having on transforming student development practices. Consequently, it is critical for student affairs divisions to make more visible or to change current practices to support the 21st century Learning College. A seventh learning college principle, accompanied by critical strategies, could form a framework for transforming learning organizations.
A SEVENTH PRINCIPLE - A NEW FRONTIER
This seventh learning college principle serves as a nexus from which the original six principles can be implemented: Create and nurture an
organizational culture that is both open and responsive to change and
learning (Harvey-Smith, 2003).
BENEFITS OF A SEVENTH PRINCIPLE
By creating and nurturing an organizational culture that is both open and responsive to change and learning, an environment is formed to provide the pivotal foundation that supports the transformation of all learners within the culture. This new principle can be beneficial in a number of ways:
*An increase in open and diverse systems
*More willingness to innovate
*Internal evolution as a collective to value differences and share
perspectives
*Bringing together of divergent groups as differences are recognized,
appreciated, and celebrated
*Higher levels of trust, collaboration, responsiveness, and inclusion
*Deeper and authentic communication
A FRAMEWORK FOR CHANGE
Student affairs divisions can be instrumental in aiding learning
organizations in the creation and nurturing of transformational cultures that are open and responsive to change and learning. Traditional goals of student affairs divisions have included the development of the whole person, the fostering of involvement in the community, cultural pluralism, civic responsibility, and international understanding. The roles of student affairs divisions have changed to respond to the needs of a changing environment and have evolved from that of disciplinarian to environmental scanner, milieu manager, and quality assurance specialist, with each role focused on the effective integration of the goals of individual with institutional development.
(article continued on attached document)
Dr. Susan Salvador
Office for Student Services
08/05/2003 |