ERIC Number: ED360666
Record Type: Non-Journal
Publication Date: 1992-Apr
Reference Count: N/A
Moving from Bureaucracy to Empowerment: Shifting Paradigms To Practice What We Preach in Class.
Luechauer, David L.; Shulman, Gary M.
The empowerment paradigm with roots in the literature of education and management (both applied and theoretical) can guide faculty to help prepare students to make the transition from the classroom to the boardroom. While numerous faculty leaders have joined corporate leaders in espousing the virtues of empowerment, most classes in business schools are run in a bureaucratic, teacher focused, lecture oriented fashion which creates feelings of powerlessness and fosters dysfunctions. The values and practices of the empowerment paradigm are designed to facilitate student learning, self-efficacy, commitment, and motivation. Empowering faculty strive to identify and remove factors that promote feelings of powerlessness in their students. Practical reasons for creating empowered students include: (1) most students do not find bureaucratic pedagogical practices to be motivating; (2) traditional bureaucratic pedagogies create powerlessness; and (3) traditional pedagogies are not aligned with the practices and needs of industry. The key is to fashion an open, creative, team environment in which both faculty and students understand the vision of empowerment and are motivated to contribute to its success. In the face of personal, professional, institutional, and social pressures, implementing an empowerment paradigm is not easy. Shifting paradigms from bureaucracy to empowerment in the classroom is imperative for the 1990s. (Contains 33 references.) (RS)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher; Opinion Papers
Education Level: N/A
Authoring Institution: N/A