Abstract
The goal of the preceding chapters has been to make a case for a different kind of university, one that can self-organize to act upon the quality of learning and teaching at scale. Each chapter has engaged in strong critique of the status quo of learning and teaching in pre-contextual universities followed by the description of an alternative approach—the self-organizing university (SOU). In this chapter, we describe the forces that drive change in higher education and those that sustain the status quo. We then take up the shifts in thought and action required to create a self-organizing university. We introduce nine shifts required to build a new schema that migrates the conversation about change in higher education from the pre-contextual to the SOU.
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Notes
- 1.
From the title of the book by Lewis (1999), The new new thing: A Silicon Valley story.
- 2.
PowerPoint [Computer Software]. (2015). Microsoft Corporation.
- 3.
These are titles of popular films that depict the role of teachers.
- 4.
A highly dangerous ocean condition where waves can come from all sides because of a cross-sea state.
- 5.
A term coined by Doyne Framer and described by Mitchell Waldrop in the 1993 book Complexity: The emerging science at the edge of order and chaos.
- 6.
An earlier exposure to this idea came from Edward Hooper a former Director of Learning Skills at Brewster Academy, Wolfeboro New Hampshire.
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Bain, A., Zundans-Fraser, L. (2017). Moving Forward with the Self-organizing University. In: The Self-organizing University. Springer, Singapore. https://doi.org/10.1007/978-981-10-4917-0_9
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