Institutional Culture Change Research Articles

The Learning Object Economy: Implications For Developing Faculty Expertise

The evolving use of learning technologies and systems, such as learning object systems, to support more social learning environments in which learners have more agency than ever before to construct their own learning experiences is an innovation that involves both faculty and learners in a process of difficult sociocultural change. Programs of faculty support that acknowledge that faculty’s learning needs extend beyond the development of technical skills to the development of new pedagogical skills are indicated. This paper argues that the evolving concept of learning objects systems, and the "economy" that is emerging around the idea of sharable, reusable learning objects managed by repositories, presents new challenges and opportunities for our community. Faculty working with these systems may need to be supported through a personal process of reconceptualizing the nature of teaching and learning within these environments. This process of personal transformation has the potential for change in institutional policy and practice, the institutional cultural change of which Tony Bates (2000) and others speak (cf. Advisory Committee for Online Learning, 2000). The Collaboration for Online Higher Education Research (COHERE) is an alliance of eight research-intensive Canadian universities that is examining these challenges through a multi-pronged research program, one focus of which is supporting faculty as they research their own practice related to technology-enhanced teaching innovations. More specifically, this paper is itself a collaboration among the COHERE partners to share our collective belief about the potential for faculty and institutional transformation through participation in these "e-learning evolutions".

Public–private transformations. Institutional shifts, cultural changes and altering identities: two case studies

The central question of this article is which changes in cultural orientation arise during institutional transformation within public–private hybrid organizations. The article presents a theoretical review, using the Dutch interaction model, in which various models of institutional transformation and cultural change are brought up. We present two case studies which are part of an inter–university study of hybridization and processes of privatization.

Egalitarian consultation meetings: an alternative to received wisdom about clinical supervision in psychiatric nursing practice

Clinical supervision (CS) has become a watchword for psychiatric nursing. Yet, there are contradictions and controversies in academic and professional discourse in relation to the nature of CS, both structure and process, its effectiveness and how this is ascertained, the preparation of supervisor and supervisee, and the quality of the supervisory relationship. The perception of such discord encouraged the authors of this paper to step outside the debate and enact a different kind of CS, which came to be known as egalitarian consultation (EC). Egalitarian consultation meetings (ECMs) were established with the postmodern turn in psychiatric nursing as a reference point. A space was created in which participants could construct their particular version of CS. The authors and six G-grade community psychiatric nurses engaged with each other for six videotaped meetings. The data from the recordings were analysed using a hermeneutic grounded theory approach (Strauss & Corbin 1994), in keeping with the style of the research, which combined the roles of researcher and practitioner for the authors. The aim was to produce local knowledge of CS. The ECMs were characterized by a sense of freedom in relation to existing rules about hierarchy and truth. The participants, each as expert in her/his own case world, produced engrossing narratives about and for practice. The group developed a cohesiveness based in closeness and this encouraged radical talk and action--a questioning of practice systems. However, for some group members, radical equated to dangerous in terms of the watchful organization and a return to 'real' work (case supervision) was observed. Innovation in relation to CS may benefit from a change in institutional culture.

Practice-based learning: views on the development of a reflective learning tool.

This study reports the first part of a funded project to develop a tool to improve and record learning, known as a Progress File. A Progress File typically contains an element of reflection and a means of recording achievement. The aim of the study was to collect and understand the attitudes and experiences of students and tutors with regard to reflection, and to determine their views on the development and implementation of a Progress File for one member of the dental team, the dental therapist. A consultation exercise was undertaken in four institutions which train dental therapists. A total of 76 students and tutors were interviewed individually or in groups. Examples of reflective tools were used to prompt discussion and feedback. Emergent themes were derived from content analysis. Participants identified many uses for the Progress File within and beyond their courses. They also expressed concerns regarding the effectiveness and feasibility of Progress File learning within present educational environments. Successful integration of the Progress File into courses of medical and dental education may depend upon institutional culture change and a move towards a system which facilitates and rewards reflection on learning. The results will inform development of the File.

The Micropolitics of Identity in Adverse Circumstance

This article is about the micropolitics of identity construction by residents in a total institution. Data come from two hundred hours of participant observation during a four-month period of full-time employment as a nurse aide. Interactional analysis of observations suggests that residents' personal narratives, whether real or imagined, become who some residents conceive themselves to be and define residents' expectations for interactional others. Changes in institutional culture occur as staff begin to recognize in interaction the ways residents think of themselves. The narrative accounts and interactional struggles to define self that the author discovered in the institution are not unlike conceptions and processes of identity construction, maintenance, and change that confront all human actors. These accounts provide insight into the liberating possibilities of personal identity claims.

Dismantling intelligence agencies

Intelligence agencies from a remarkable institutional constant in most societies. They are frequently ‘reformed’ but almost never dismantled, since their capabilities, personnel, and knowledge are simultaneously too vital and too threatening to successor regimes. Several case studies are reviewed which demonstrate the tenacity of personnel, bureaucratic structures, and institutional culture. The problem of dismantling intelligence agencies will confront both successor regimes to failed states and the West, and it left unaddressed will almost certainly undermine efforts at democratization. The problems are especially acute when considering totalitarian regimes such as Iraq. Carefully planning, debate over ethical and legal questions, and changes in institutional and public culture are all necessary.

Assessing outcomes of an academic computing initiative

Academic computing initiatives rank high on the list of priorities of many dental schools. However, outcomes of academic computing initiatives have not been presented. The objectives of this program evaluation were to: 1) document a strategic initiative for academic computing over a five-year period; 2) assess outcomes; and 3) demonstrate how outcomes assessment changed strategic goals for the future. In 1992, Temple University School of Dentistry developed an academic computing plan. The plan proposed to develop the computer literacy of faculty, teach students the computer skills they need to be successful in their careers, and introduce computer-aided instruction as a new teaching tool. Before a new five-year plan was developed in 1997, the original plan's outcomes were summarily assessed. Assessment instruments included faculty and student surveys, budgets, inventory records, and utilization statistics. The school has reached two of three goals of the 1992 plan. Eighty percent of all full-time faculty have computers, are computer literate, and use computers for a variety of purposes. The school has implemented a comprehensive predoctoral dental informatics curriculum. However, the implementation of computer-aided instruction has not met expectations. Goals of the 1998-2003 plan include establishing an online learning infrastructure, improving student access, implementing computer-based oral health records, and further improving the computer literacy of faculty and students. Planning and supporting academic computing initiatives is a substantial challenge. Factors such as institutional culture, capital investment, ongoing support, and technological change influence plans and their success. While process and structure can be assessed relatively easily, measures for changed educational outcomes are still lacking.

MODELS OF GERIATRIC PRACTICE: Progress Toward a Restraint‐Free Environment in a Large Academic Nursing Facility

To review the implementation and evolution of a successful physical restraint reduction program in a large nursing facility. An initiative to reduce physical restraint began in March of 1990 with formation of a Restraint Review Committee (RRC), which developed and guided a program of inservice education, policy change, and procedural innovation. Progress was measured by monthly prevalence surveys of restraint use, both unit-specific and facility-wide. The study took place in an 816-bed not-for-profit nursing facility with academic affiliation and closed medical staff. Mean age of residents was 85.5; 74% were female and 26% male. Physical restraint prevalence in our facility was reduced from 39% to 4% over 3 years, with marked decrease in variation among nursing units. Prevalence initially decreased to 20% after policy modifications and inservice education programs. Further innovations in procedure and policy resulted in continued reduction of physical restraint to 4%. The facility-wide rate of falls and accident-related injuries did not change over the 3-year period. Decrease in physical restraint was not accompanied by a change in the percentage of residents prescribed psychotropic medications such as benzodiazepines and neuroleptics. In response to the mandate to provide a least-restrictive environment, our institution has developed a successful system resulting in a dramatic reduction in physical restraint use. Changes in institutional culture and barriers to change are discussed, as well as issues of cost and generalizability.