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What is Organic Management Systems

Chapter 5
Handbook of Research on Learning Outcomes and Opportunities in the Digital Age
These systems characterize many successful organizations that have responded positively to significant change and disruption in external markets and in the technologies employed. These systems place value on a constellation of elements: the collective contribution of knowledge and experience; a holistic appraisal of the task environment and strategic responses to it; continuously redefinition of roles and fluidity of tasks; the pervasive nature of commitment and response beyond the existing hierarchies; the lateral flow of communication, information, and ideas; an emphasis on creative and innovative responses rather than on an adherence to predetermined rules; and an appreciation of the status and prestige earned in external – as opposed to the internal – environment within which the organization operates.
Published in Chapter:
Faculty Response to the Opportunities of the Digital Age: Towards a Service Culture in the Professoriate
David Starr-Glass (University of New York in Prague, Czech Republic)
Copyright: © 2016 |Pages: 25
DOI: 10.4018/978-1-4666-9577-1.ch005
Abstract
The digital revolution has had a profound impact on learning opportunities, but there is often ambivalence in the ways in which faculty and colleges embrace these opportunities. Attitudes and the cultural expectations of faculty lie at the heart of any successful strategic response to the digital revolution. This chapter examines cultural values that may limit responsiveness and suggests that a new cultural paradigm is needed among faculty members. This paradigm accentuates the notion of service and a relational commitment to learners. In education, a relational service culture recognizes the value and centrality of the learner and provides a pathway for the broader strategic alignment of the academy with the opportunities that are presented by the digital age. The chapter critically appraises the need for a relational service culture among faculty that might further and expand learner-centered pedagogies, and suggests how change might be initiated and supported.
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