Popova-Nowak and Cseh ( 2015) defined organizational learning as “a social process of individuals participating in collective situated practices and discourses that reproduce and simultaneously expand organizational knowledge… that results in adapting to the environment” (pp. To understand and guide organizational learning, scholars often turn to insights from organizational theory to help provide awareness of how people interact with, shape, and become influenced by the culture, norms, and policies of an entity (Bastedo, 2012 Birnbaum, 1989 Bolman & Deal, 2017). Nor is there any guidance on what institutions should or could be doing to make LSAMP programs sustainable if federal funding were to cease or critical personnel was no longer affiliated with the project (i.e., the process of institutionalization). Furthermore, though the Urban Institute concluded that alliances should seek to replicate the LSAMP framework based on the identified characteristics (Clewell et al., 2006), the report authors provided little guidance on the best strategies to encourage the process of scaling-up the identified successful components of the model from one context to another, such as mentoring, undergraduate research, and professional development for faculty. This systematic review of the literature was prompted by the dearth of published literature at the intersection of STEM education research and organizational theory to illuminate the role of organizational learning in institutionalization of URM success. We are part of the research team on the Illinois LSAMP. 7)Īdditionally, LSAMP programs must promote knowledge production and dissemination. ![]() They must also detail the institutionalized components and describe any systemic changes in STEM departments or alliance institutions that have resulted from the NSF LSAMP investment. We conclude with practical recommendations for the design of STEM education interventions.Īddress the institutionalization and sustainability of LSAMP-supported activities by stating the progress they have made towards sustainability. ![]() created by ignoring temporal structures or deemed the innovation threatening, as Kezar suggested. The research question was: How has organizational theory and learning informed the potential for STEM education to center the success of URM students? Our results reveal that STEM entities that did not leverage organizational theory consistently fell into either the “decision trap” identified by Langely et al. Unlike previous reviews, we explicitly focused on how organizational learning informs cultural transformation toward the success of racially and ethnically underrepresented minority (URM) students in STEM. We designed this systematic review of the literature to uncover to what extent and how organizational theory has been leveraged within STEM interventions or as a research tool to inform the policies and practices of STEM education organizations. The dearth of evidence draws focus on how organizations change and evolve or the process of organizational learning. ![]() ![]() There is inconclusive evidence on the ability of scientific research in science, technology, engineering, and mathematics (STEM) education to scale-up from one context to another and ultimately become institutionalized.
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