Abstract
This retrospective analysis of curriculum change in an academic unit explored the extent to which characteristics of learning organizations developed during the process. Three practitioner researchers designed the study as a practice-based, interpretive, single-case study using mixed methodology with data collected from documentary analysis, an online Learning Organization Survey, and semi-structured interviews. The findings suggest that aspects of a learning organization did indeed develop and that the framework proved useful in evaluating change processes. We present a methodology for higher education practitioners wishing to assess their departmental practices and change processes through the framework of a learning organization.
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04 November 2019
In the original publication, the article title was incorrect. The correct title should be “Curriculum Review: Analysis through a Learning Organization Lens.” The original article has been corrected.
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Acknowledgements
We are grateful for anonymous colleagues’ comments and critique that shaped this publication. We would like to thank our colleagues who took the time to respond to the LO Survey, as well as those who volunteered to take part in the interviews.
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The original version of this article was revised: The article title in the original publication was incorrect. It should be “Curriculum Review: Analysis through a Learning Organization Lens.”
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Tezcan-Unal, B., Jones, W. & Littlewood, S. Curriculum Review: Analysis through a Learning Organization Lens. Innov High Educ 44, 399–415 (2019). https://doi.org/10.1007/s10755-019-09472-y
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DOI: https://doi.org/10.1007/s10755-019-09472-y