Type of Credit: Elective
Credit(s)
Number of Students
The course focuses on organizational learning and systems leadership for education innovation comprising education policy and management. The course begins with an analysis of models of group and organizational learning. Theoretical models and empirical findings are then presented about knowledge creation, retention and transfer. We will read “classics” as well as work currently in press from a variety of disciplines.
To support effective education innovation, this course explains the importance of changing the leadership model from traditional leadership to systems leadership in practices. Some of the changes must be done individually, for example how to view future problems (mental model) and the ability to continue to improve themselves (personal mastery). Group changes are also necessary, this is achieved through team learning to create a shared vision. Both the individual and group approach is within the frame of systems thinking.
To establish systems thinking and systems leadership abilities as an essential part of improving the performance in the education system, a learning organization is necessary. Thus, the steps to create an organization that learns continuously for education innovation is also an important topic in this course.
能力項目說明
This course is designed for students to learn how to act and behave when dealing with the various fundamental changes in the local, regional, national, or global scale, particularly in the education systems. Therefore, the objectives of this course are for the student to:
There are three requirements as learning outcomes for students taking this course for a grade. First, active participation in class discussion is expected. Second, each student must prepare a article review (or case review) and present the articles/case to the class. The review should be an analysis of the authors’ theory, methods, and findings. Third, a research proposal or case study relevant to organizational learning and education innovation with systems leadership is required. Your proposal should identify and define an interesting research question and very briefly describe the method that you would use to test your hypotheses. You will have an opportunity to present your proposal to the class for feedback.
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- Attendance and activeness 25%
- Assignments/Presentation 20%
- Mid-term report 25%
- Term Project 30%vom
Argote, L. (2013). Organizational learning: Creating, retaining and transferring knowledge. Springer (Chapter 1).
Argote, L., & Miron-Spektor, E. (2011). Organizational learning: From experience to knowledge. Organization Science 22(5), 1123-1137.
Levitt, B., & March, J. G. (1988). Organizational learning, Annual Review of Sociology, 14, 319-340. March, J. G. (1991). Exploration and exploitation in organizational learning. Organization Science, 2, 71-87.*
Dettmer, H. Williams. Goldratt’s Theory of Constraint, A System Approach to Continuous Imporovement. ASQ Quality Press. Milwaukee-Wisconsin, 1997.
Osborne, David & Plastik, Peter. Memangkas Birokrasi-Lima Strategi Menuju Pemerintahan Wirausah (Edisi Revisi). Penerbit PPM, Jakarta, 2000.
Senge, Peter M. The Fifth Discipline, The Art & Practice of The Learning Organization. Random House Business Books, London, 1990.
Senge, Peter, et.al. Buku Pegangan Displin Kelima (Strategi dan alat-alat untuk Membangun Organisasi Pembelajaran)-The Fifth Discipline Fieldbooks. Interaksara, 2002.
Senge, Peter, et.al. A Fifth Discipline Resource, Schools That Learn. Doubleday Dell Publishing Group Inc. New York. 2000.
Yan, M.R.. Handbook of Sustainable System Development for Strategic Management and Innovation, Taipei. 2022. (in Chinese)
www.solonline.org www.systemdynamics.org www.academyforchange.org www.iilabs.org.tw