COMPARING LEVELS OF ORGANIZATIONAL LEARNING …

Learning Organizations in Higher Education

COMPARING LEVELS OF ORGANIZATIONAL LEARNING MATURITY OF COLLEGES AND UNIVERSITIES PARTICIPATING IN TRADITIONAL AND

NON-TRADITIONAL (ACADEMIC QUALITY IMPROVEMENT PROJECT) ACCREDITATION PROCESSES Diane Osterhaus Neefe A Research Paper

Submitted in Partial Fulfillment of the Requirements for the

Master of Science Degree with a Major in Training and Development

Approved for Completion of 4 Semester Credits 198-570 Field Problem in Training and Development

__________________________ Research Advisor

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Learning Organizations in Higher Education

The Graduate College University of Wisconsin ? Stout

Menomonie, WI 54751

ABSTRACT Diane Osterhaus Neefe Comparing levels of organizational learning maturity of colleges and universities participating in traditional and non-traditional (Academic Quality Improvement Project) accreditation processes

Training and Development

Dr. Julie Furst-Bowe

October 2001

(Graduate Major)

(Research Advisor)

(Date)

American Psychological Association (APA) Publication Manual 4th Edition

Business and industry has successfully embraced the philosophy of organizational learning as tool to achieve its goals and strategic priorities.

The purpose of this study is to compare the levels of organizational learning maturity of colleges and universities participating in traditional and non-traditional accreditation processes. A survey instrument was developed to quantify managerial practices at colleges and universities relative to the integral components of a learning organization. The surveys obtained the subjective opinions of faculty at twelve colleges and universities. Six of the institutions are accredited traditionally, while the remaining six are accredited using North Central Association's alternative accreditation process, AQIP (Academic Quality Improvement Project).

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Learning Organizations in Higher Education The importance of this study is based on the awareness that higher education is facing increasing accountability standards. Colleges and universities must take a proactive approach to remain competitive. The research focus was to determine if institutions pursing the AQIP accreditation process possessed a higher organizational learning maturity score than those utilizing the traditional accreditation process.

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Learning Organizations in Higher Education Acknowledgments I would like to thank my colleagues at Western Wisconsin Technical College, Dr. Jerrilyn Brewer and Ms. Jane Rada, who supported me both professionally and personally as I was writing this paper. It was your support and insight helped me hone and focus my research topic. In addition I would like to acknowledge Dr. Julie Furst-Bowe, my research advisor, and Dr. Joe Benkowski, my program director, for the gift of their professionalism and expertise. My cohort group at Fort McCoy was crucial in creating a collaborative and supportive learning classroom environment that fostered intellectual, emotional and spiritual growth. The conversations we shared in and outside the classroom provided additional insight and understanding. A special thank you to my friend classmate Barbara Larsen; I treasure the time we spent commuting...that in and of itself was a valuable learning experience. Finally, I dedicate this project to my family. To my husband Tom and our son Kyle who encouraged me to pursue my degree and provided emotional support when this project became challenging. I am truly grateful for the sacrifices you have made on my behalf. It's my turn to give back........

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Learning Organizations in Higher Education

TABLE OF CONTENTS

Chapter

Page

I

Research Problem and Objective

1

Introduction

1

Statement of Problem

4

Purpose of Study

4

Significance of Study

5

Limitations of the Study

6

Assumptions of the Study

6

Definitions of Terms

6

Summary

8

II

Review of Literature

10

Definition of a Learning Organization

12

Characteristics of Learning Organizations

13

Common Themes of Learning Organizations

23

Forces of Change in Higher Education

35

Continuous Quality Improvement in Higher Education 37

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Accreditation in Higher Education

41

AQIP Principles and Criteria

46

Summary

56

III

Methodology

58

Description of Research Methodology

58

Research Design

59

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