The Governance of Organizational Learning: Empirical Evidence from Best-Practice Universities in Germany

Autor/inn/en	Lauer, Sabine; Wilkesmann, Uwe
Titel	The Governance of Organizational Learning: Empirical Evidence from Best-Practice Universities in Germany
Quelle	In: Learning Organization, 24 (2017) 5, S.266-277 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-6474
DOI	10.1108/TLO-02-2017-0012
Schlagwörter	Governance; Best Practices; Universities; College Faculty; Teacher Attitudes; Administrator Attitudes; College Administration; Content Analysis; Coding; Semi Structured Interviews; Foreign Countries; Teaching Methods; Learning Processes; Educational Quality; Transformational Leadership; Motivation Techniques; Germany + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; University; Universität; Fakultät; Lehrerverhalten; College administrators; Hochschulverwaltung; Inhaltsanalyse; Codierung; Programmierung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Quality of education; Bildungsqualität; Motivationsförderung; Deutschland
Abstract	Purpose: The purpose of this paper is to link two modes of governance (transactional and transformational) to organizational learning by examining the example of academic teaching. Consequently, the "transformational" strategies of best practices that have been used by German universities to achieve teaching excellence are interpreted as double-loop learning. In delineating two exemplary cases of double-loop learning concerning the university-wide implementation of a new teaching formats as part their institutional strategies to develop teaching excellence, the authors want to answer the following research question: Which kind of governance is required to manage double-loop learning processes? Design/methodology/approach: The purposive sample comprised four universities that had won awards for their teaching excellence. In 2014, a total of 21 semi-structured expert interviews were conducted in these universities within the following status groups: members of the rectorate, full professors, and university management professionals. The coding procedure followed a directed content analysis. Findings: Both forms of governance are required for the management of double-loop learning. In the case of a top-down instigation of organizational learning, transformational governance is especially required in terms of "idealized influence" and "inspirational motivation." In the case of a more bottom-up trigger of organizational learning, "intellectual stimulation" becomes more important. Transactional governance is required for the university-wide implementation of new routines (e.g. a mandatory quality management tool, obligatory coaching for newly appointed professors or competitive teaching grants). Originality/value: This paper contributes to the empirical research on organizational learning in higher education institutions by adding a governance perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01