A learner-centric model of learning organizations

Abstract

Purpose This paper aims to contribute by placing the missing “learner agent” within the entire process of learning. To understand under what social conditions, it is possible to develop autonomous learners who are conscious of self, able to reflect on their identities, roles and responsibilities, to learn and develop professionally, in alignment with the organizational goals and objectives. Design/methodology/approach The paper uses empirical data from a higher educational institution to provide insights on how it might be possible to intervene to incorporate workspaces which allow learner agent reflection resulting in individual and organizational learning processes, devoid of power exercises and manipulation strategies. Findings The empirical findings reveal the crucial role of learner agents, and positive outcomes associated with learning that happens be an autonomous choice and process, with minimal structural influence. The relevance of reflection, personal identity, social conditions, dialogic third spaces and transformation opportunity structures in developing lifelong learners, learning societies and democratic learning organizations is emphasized. Research limitations/implications This study suggests plausible directions in which the model of learning organizations can move forward, in the form of designing transformation structures or workspaces where learner agents have the opportunity to reflect on their tacit knowledge, job responsibilities and functions in an autonomous manner to generate learning, which is democratic and un-contested in nature. Originality/value The significance of learner agent in the entire learning process is demonstrated, to place forward a learner-centric model of learning organization where structure and agency harmoniously merge to form one common ground, where individual learning becomes organizational learning with no hidden power dynamics. Empirical evidence is provided to demonstrate how learning can be a win–win situation for all organizational groups.

Ways of Learning: Suggestions for an Uncertain Future

“…Several studies addressed the role of the learner and considered how this might influence the learning process. One such study [14] looked at a learner-centric model and examined ways in which employees become learning agents responsible for their own learning. They found that in order to succeed as learning agents, the employees should have had some time to develop their identities, that is, it did not work so well with young and inexperienced employees.…”

How do learning organisation and reward system affect lecturers’ innovative work behaviour?

“…The learning organisation also reflects the mastery of knowledge gained from implementing and adopting new information, instruments, or approaches related to self-transformation (White & Burton, 2007). Akella (2021) also conducted an empirical research to demonstrate the significance of learner agents and the positive outcomes associated with autonomous learning choices and processes designed with minimal structural influence.…”

Higher Education Institutions as Learning Organisations: Learn, Adapt and Evolve

“…Skills to function effectively in modern workstations evolve and necessitate individuals who have the purchasing power to look forward to updating their skill sets continuously. Eventually, it increases the number of adult learners looking for HEIs to obtain a credential that will grant entrance to their professional hierarchy (Akella, 2021). Furthermore, selecting a program of studies also relies on survival prospects in a global knowledge economy.…”