Universities are organisations of learning, but are they good learning organisations?

2. Universities are organisations of learning. Universities are organisations of learning, but are they good learning organisations? But are they good learning organisations ?

3. The reasons for our research SANTED Formative research study The research focus The research process Emerging insights.

4. Reasons for our research • Organisational learning promotes democratic development • 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 Knowledge for improvement and change.

5. 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.

6. 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.

7. The formative research process • Through interaction, researchers and managers mutually shape the research and inform each other. • Learning has occurred from the difficulty of forging close collaboration. • Creating a mutual understanding of seemingly similar social phenomena through intricate processes of reflection.

8. Formative research is in itself based on theories of learning, particularly that there is unity of theory and practice.

9. The research team • Managers and researchers • 25 people • 2 continents • Use of similar instruments • 6 disciplines

10. Formative research • Reflection has been challenging and informative • Feedback to researchers from administration has come in many different forms, illustrating different ways of learning. • The composition of the teams yielded unexpected benefits.

11. Case studies and learning University of Durban Westville University of Bergen University of the Western Cape SOUTH AFRICA-NORWAY TERTIARY EDUCATION DEVELOPMENT PROGRAMME (SANTED)

12. 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.

13. Case Studies UDW Upward Bound Enrichment Programme • Secure a more diverse student profile • Provide high school learners with support • Learning from the project strengthened future planning • Has had limited organisational influence?

14. 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)

15. Case studiesUniversity of Bergen Quality Reform • Maintain high academic standards while adjusting to the demands of the mass university • A new degree structure • Continuous assessment of students • A new system for allocating marks • Increased international exchanges • A re-organisation of administrative support structures

16. SO WHAT IS NEW?

17. 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

18. Research question 2 • What are the conditions and criteria for successful change and organisational learning in the projects? • Leadership and management matter a lot for learning • External experts may undermine trust in change and learning

19. Research question 2 (cont) -There are many barriers to learning - Positive attitudes to change and learning facilitate reform - Important to create different arenas for learning.

20. Conclusion Two kinds of accomplishments are envisaged by the project: • Mutual learning across the researcher/ administrator divide • Across disciplines • Across institutions • Across national cultures • Dissemination of the research findings inside and outside the research community through the publication of a book.

21. Conclusion • ARE • UNIVERSITIES • GOOD • LEARNING • ORGANISATIONS?

22. So far we find a commitment to learning • and a commitment to reform. • Sometimes they are successful. University of Durban Westville University of Bergen University of Western Cape