Position Paper #2 - Basic Questions #2
Discussion Question 2

Challenges of this Model

It is fair to say that the placement of functions under the direction and leadership outside of the traditional instructional dean paradigm may create perceptions of  “less than,” and rankings of “second-class” academic citizenship. This is to be expected when viewed through the lenses of the rules of a traditional organizational structure. In order to begin the change process to become more learning centered, Peter Ewell suggest several insights:

“Systemic thinking with student learning as it point of departure will also likely reveal substantial deficiencies in the ways colleges and universities are organized…institutions already experimenting with alternative “matrix” functions that break down {traditional organizational structures} allow more flexible partnerships and initiatives to be rewarded.” (p. 15)

“Change initiatives require a fundamental shift of perspective for both the organization and its members …what we know about learning and effective instructional approaches demands a basic shift {from the traditional} model.” (p. 14)

“Change initiatives require people to re-learn their own roles…it requires that those engaged in change efforts become continuous, open learners themselves.” (p. 15)

Rather than viewing this approach from a deficit point of view, one could choose to view this model as doubling the leadership championing student learning. The intent is to create new collaborative partnerships and synergies to expand learning opportunities for students.

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