Institutional Adaptation: Demands for Management Reform and University Administration

Gumport, Patricia J.; Sporn, Barbara

doi:10.1007/978-94-011-3955-7_3

Cited by 79 publications

(57 citation statements)

References 74 publications

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“…En efecto, las ins�tuciones deben resolver, simultáneamente, problemas de costo, calidad, efec�vidad y acceso que adquieren connotaciones diferentes en un contexto de mercado o de cuasimercado (Gumport y Sporn, 1999). El desa�o mayor consiste en adaptarse a un contexto turbulento, donde los sistemas ya no pueden retornar al estado anterior ni alcanzan un nuevo estadio de equilibrio.…”

Section: Análisis Del Comportamiento Ins�tucionalunclassified

Apuntes Sobre Sociología De La Educación Superior en Contexto Internacional, Regional Y Local

Brunner¹

2009

Estud. pedagóg.

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Section: Análisis Del Comportamiento Ins�tucionalunclassified

Apuntes Sobre Sociología De La Educación Superior en Contexto Internacional, Regional Y Local

Brunner¹

2009

Estud. pedagóg.

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“…These schools go towards increasing emancipation and transparency: the self awareness of human agents that helps them to emancipate themselves from the hypostatised forces of society and history. Recent concerns have been skirting around the consequences, issues and challenges of such a separation in 'theory' and 'practice' (see for example Geisler, 1995;Guport & Sporn, 1999;Serow, 2000;Ylijoki 2003aYlijoki , 2003b. In particular, some of the recent concerns have expressed concern about management development programmes: it is often said that MBA programmes are 'good in theory', but remain '…irrelevant to practice'!…”

Section: Introductionmentioning

confidence: 99%

Pedagogy and Process in 'Organisational Problem-Solving'

Kawalek

2007

InformingSciJ

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This paper outlines a case study in which a management development learning process was tightly coupled to organisational change and development objectives. The case discusses how a research and consulting team came together to develop highly reflexive pedagogy to support the work of internal managers who were organized into teams (learning sets) to undertake 'organisational problem solving'. These learning sets had as their objective, to become catalysts of organisational change and 'performance improvement' within a large organisation. In order to structure the discourse amongst learning set members, a range of principles and constructs were used. Central to these was a form of process modelling, (termed 'models of teleological human process'), derived from Systems Theory. These were carefully introduced to learning set members, and were used to provide a 'basis for a discourse' amongst set members about 'problematic' organisational processes and how to change them. Each learning set was considered a social process in which the principles and constructs had an intrinsic power role, in a process which was purposely designed to integrate the subjective understandings of complex organisational situations of the set members. The learning sets were operationalised in a 2-day workshop followed by a three month period which was supported by an e-learning technology infrastructure. During each phase, the learning sets were facilitated by Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission.Organisational Problem-Solving 98 learning set advisers. The pedagogy, methods and learning outcomes are outlined in this paper.

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“…Institutionalist approaches have increasingly been applied to analyze the educational fi eld and have demonstrated their usefulness in understanding patterns of restructuring refl ecting diverse institutional pressures (Gumport and Sporn 1999 ;Krücken and Röbken 2009 ;Leisyte and Dee 2012 ;Meyer and Rowan 2006 ;Meyer et al 2007 ;Oplatka and Hemsley-Brown 2010 ;Tolbert 1985 ;Townley 1997 ). Since its foundations (DiMaggio and Powell 1983 ;Meyer and Rowan 1977 ;Zucker 1977 ), modern institutionalism has advanced to become a dominant approach to understanding organizations (Greenwood et al 2008 ).…”

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confidence: 99%