Aims to examine a model for overcoming traditional, culturally rooted resistance to change in educational administration programs. Universities that are unable to change operate as dysfunctional organizations and display symptoms that reflect addictive behavior. Healthy organizations facilitate change and adapt to evolving contexts. Conceptualizes change as having its genesis in a learning organizational model. The learning organization model aligns the three existing cultures inherent in universities and educational administration programs. By aligning the operator, engineer, and executive cultures within the university, microstructures such as educational administration programs are able to embrace the chaotic temperament inherent in the university and evolve into a generative environment that moves from linear construction toward a fuzzy adaptation to changing contexts.
Calabrese, R.L. and Shoho, A. (2000), "Recasting educational administration programs as learning organizations", International Journal of Educational Management, Vol. 14 No. 5, pp. 210-215. https://doi.org/10.1108/09513540010373153Download as .RIS
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