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ERIC Number: ED551233
Record Type: Non-Journal
Publication Date: 2012
Pages: 242
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-5199-7
ISSN: N/A
Model I & II Organizations: Examining Organizational Learning in Institutions Participating in the Academy for the Assessment of Student Learning
Haywood, Antwione Maurice
ProQuest LLC, Ph.D. Dissertation, Indiana University
The Academy was an assessment enhancement program created by the HLC to help institutions strengthen and improve the assessment of student learning. Using a multiple case study approach, this study applies Argyis and Schon's (1976) Theory of Action to explore the espoused values and existence of Model I and II behavior characteristics. Argyis and Schon explained that a learning opportunity occurs as a result of an unintended consequence. Thus, the organizational characteristics, demonstrated through Model I and Model II descriptions, guide the organization's response to the learning moment. Model I organizations tend to operate with unilateral agendas and exhibit defensive behavior. Model I behavior is most closely associated with single-loop learning, which focuses on fixing an immediate problem with action-oriented responses. Model II organizations seek to demonstrate transparency, shared ownership, and public testing of ideas and assumptions. Thus, Model II organizations typically demonstrate double-loop learning. Double-loop learning continuously questions, critiques, and tests the underlying values and assumptions that led to an error. Double-loop learning is most closely associated with continuous improvement and a culture based on evidence, both of which are values of the Academy. While Academy participants typically described Model II characteristics in their efforts, their actions often reflect characteristics associated with Model I. In this study, the researcher found evidence of Model II behavior, but most institutions tended to exhibit Model I behavior. Institutions generally espoused the intention to improve the involvement of faculty and administration in assessment. Furthermore, participants hoped to demonstrate improvement-oriented and accountability-oriented outcomes. Several factors contributed to the disconnect between espoused and enacted practices, including the institution's rationale for joining the Academy; the success or momentum generated from pre-existing assessment initiatives; and the learning that is passed from an individual to the organization, especially at institutions with high administrative turnover. Institutions should have a general sense of their organizational characteristics because this allows stakeholders to test and possibly change practice. This study contributes to the growing research call for more strategies to promote double-loop learning. Institutions that engaged in collaborative processes, had leaders who championed assessment efforts, supported risk-taking, and distinguished mandates from improvement efforts were more likely to exhibit characteristics of Model II behavior. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A