Kõik organisatsioonid õpivad, selles ei ole kahtlust, st tegemist ei ole jah-ei kontseptsiooniga, vaid küsimusega õppimise määras ja teadlikkuses. Siinviidatu leidis oma koha selles voos peamiselt põhjusel, et minuni jõudvad praktikad erinevatest organisatsioonidest Eestis ja väljaspool viitavad õppivale organisatsioonile omaste elementaarsete käitumismustrite puudumisele. Jah, puudumine ei ole hea sõna, sest viitab, et sedalaadi praktikaid ei olegi. Seda ma ei tea. Küll aga näen, et reageeringud-vastused küsimustele või probleemidele või väljakutsele aga ka üsna igapäevased töökorralduslikud praktikad ei viita õppiva organisatsiooni põhimõtete institutsionaliseeritusele. Pigem kinnistavad minuni jõudvad praktikad arusaama, et õppiv organisatsioon on rohkem retooriline kui praktikates kinnistunud.

Konteksti avamiseks:

As collectives of human behaviors, as well as the nonhuman elements that can influence behavior, organizations have a tendency to modify their behavior, in a sense, learning, in three dominant ways:

  • organizational culture that is lived by individuals and maintained by the rituals, rites and traditions of behavior;
  • codified structures and policies that indicate approved actions and responsibilities; and
  • the human leadership can create or disrupt policies and practices with new directives, values and priorities (Chawla and Renesch, 1995).

Haridusasutused ei pruugi olla õppivad organisatsioonid:

Although higher education institutions work in the business of learning, they are not necessarily in definition or action, learning organizations (Örtenblad and Koris, 2014).

Eesmärk:

The purpose, therefore, of the current study is to explore how institutions go about learning from the pandemic to better prepare themselves for the future that they will face.

Paljugi on ettemääratud:

Higher education tends to be a compliance based industry, meaning that strong regulations and systems dictate how institutions operate and what they are allowed to do.

Kõrgkoolid muudatuste keerises:

At the heart of most higher education institutions, however, there have been few fundamental changes in how the teaching and learning process occurs. Generally, institutions still hire faculty members to teach their students and conduct important research to inform the world around them. The COVID pandemic most likely will not alter this basic function of the academy, but it is likely that the pressures exerted from the pandemic will force institutions to make many revisions to the processes of their work.

Mõned järeldused:

These study findings support the idea that the academy has changed greatly; collaboration between faculty and administration appears limited, and there is little discussion about what roles and missions should be, and although students have been given the opportunity in many places to earn pass/fail grades, institutions are instead simply demanding greater student compliance. The environment of the past and future years provide an opportunity for a more efficient, financially sound academy that is rooted in a system driven by a shared mission within the public realm.

Miller, M. T. (2021). Do learning organizations learn? Higher education institutions and pandemic response strategies. The Learning Organization