Abstract
Over the last decade universities have been subjected to various forms of academic accountability designed to maintain or improve the quality of their teaching and learning. A shared perspective of many of these accountability processes is that universities should become skilled at creating knowledge for the improvement of teaching and learning, and at modifying their behavior to reflect this new knowledge. In short, that universities should become “learning organizations.” What are the organizational characteristics of an academic learning organization? The paper will address this question by reviewing the adaptations in organizational structure and governance reported by universities attempting to improve the quality of their teaching and learning processes.
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Dill, D.D. Academic accountability and university adaptation: The architecture of an academic learning organization. Higher Education 38, 127–154 (1999). https://doi.org/10.1023/A:1003762420723
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DOI: https://doi.org/10.1023/A:1003762420723