s created easily attainable dreams for the School of Education at William and Mary. Thus, our groups did not have the creative tension that was described by Senge. This lack of creative tension can be linked directly to a disconnect between individuals identity being strongly linked with the College of William and Mary/School of Education. If perhaps, the students would have a strong identification with this SOE there would have been a higher degree of creative tension. This exercise really helped our group see the assumptions that we make regarding the vision statements of WM in comparison with other institutions, departments, and fields.
=William and Mary: Showing Signs of the Learning Organization== =As Bob Dylan once sang, “For the times, they are a changin’." A curriculum change,that is, here at The College of William and Mary. The current general education requirements were established over twenty years ago when the environment was much different. Reduced state funding and a shift in expectations for graduates are just two reasons for the curriculum revision. The current system of “gen. ed.” requirements is unsustainable and ineffective in preparing today’s graduate for the current workforce. In April, 2011, a steering committee started with discussions about what type of Liberal Arts Curriculum the college should have. By February, 2012, we had our first glimpse of the proposed new curriculum, although it is still in a skeletal form with few details. We believe the steering committee employed many of the concepts discussed in this week’s topics of organizational learning, the learning organization and organizations as brains. The table below summarizes some of the observed applications.|
|Steering Committee Actions
||Application of Concepts|
|They initially questioned: “What kind of Liberal Arts Curriculum would we like to create? Will we create something new or adjust what we have?” Focus groups of faculty and students also met to discuss where we see ourselves in relation to the Liberal Arts and what our vision is over the next 20 years.
||Existing assumptions are being questioned and challenged; do they align with the changing environment? This creates an opportunity for organizational learning as we work to understand and communicate honestly. This is important if transformational change is to occur. (Kezar)|
|Subcommittees were formed for data collection, institutional memory and research on other models.
||These are examples of other concepts of organizational learning: Overload, Organizational Memory and Theories-in-Use. The search for new knowledge begins by assessing past performance and using the data to correct actions. Researching other undergraduate curriculum models also characterizes a stepin becoming a learning organization. (Kezar)|
|The Curriculum Review Steering Committee was given little initial direction. There is latitude inside the accreditation requirement of 30 hours of general education coursework.
||A key principle of creating a holographic design in an organization is that of “minimal specs.” Lack of detail and direction might intimidate members with an “old bureaucratic mind-set” but it provides the space needed for innovation. (Morgan)|
|The curriculum committee presented the new concept of the College Curriculum to faculty for discussion.
||This new vision of curriculum expectations is very different and bound to generate some natural tension. This creative tension can create the energy needed, however, to move our current reality in the direction of the vision. The discussion provided a platform for faculty to reflect on our purpose and core values. (Senge)|
Sharing the vision is also key to a holographic design. (Morgan and Senge)
|A pilot program and/or small scale version of the College Curriculum will precede any broad changes. They are considering implementation in disciplines where the change is most natural and success is most likely first.
||Start small and in an area with the greatest potential for success rather than trying to change the entire institution at once. This em