Learning partners in discovery and innovation
Drew, Glenys M. & Kerr, Cheryl R. (2003) Learning partners in discovery and innovation. In Moxham, L., Douglas, K. M., Dwyer, T., Walker, S., Wooller, J., & Cornelius, M. W. (Eds.) 2003 Women in Research Conference : Discovery - Discovering Research, Discovering Teaching and Learning, Discovering Self, 13-14 November 2003, Rockhampton.
The late Ernest Boyer (Boyer 1990, in Ramsden 1998) identified 'the scholarship of discovery' and 'the scholarship of integration' as two of four touchstones for rethinking academic work, capable of fostering 'deep' (understanding-rich) approaches to learning in a changing environment. 'Learning Partners' suggests that the real triggers for effective collaboration are found first in identifying the personal characteristics and responses which promote or preclude partnering. Senge says that we have to 'stop looking at the organisation as a big ship with somebody steering it from a captain's chair'… rather, as with Alistair Mant, 'the real patterns of interdependency are much deeper' (Fyffe 2002). The authors of this paper argue that the deep effects of these interdependencies (e.g. tapping into the best of participants' inclusive attitudes, skills, visions and unique contributions for the goals to be achieved) bring about effective regeneration and change. Herminia Ibarra, Working Identity (Harvard Business School Press 2003) argues that change does not come about by knowing what we want to do next and then using that knowledge to guide our actions. Ibarra says that change usually happens the other way around – 'doing' first and 'knowing' second; 'we evaluate alternatives according to criteria that changes as we do…where we end up often surprises us'. This paper argues that building personal capacities for partnering and innovation creates the conditions in which personal growth can take place. While the ‘scholarship of application (interaction between intellectual and 'real world' problems of practice)' and the 'scholarship of learning' (Boyer's third and fourth touchstone) are important, Boyer’s scheme 'cuts through the unfortunate academic tendency to place application and action on a lower plane than discovery'. He argues, 'Nothing could be more menacing to tangible progress' (Boyer 1990, in Ramsden 1998). Our paper outlines the 'discovery' philosophies that underpin the design of three vital professional development programs at Queensland University of Technology (QUT), expanding leaders’ experience of self in partnership. The paper proposes that we 'take ownership' and begin to change the 'climate'/ culture in which we are situated in the daily 'real world' of people and organizations.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||staff development, 360 degree surveys, play of stories, participative leadership, feedback, research team leadership, innovation, community, communicative competence, communication|
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Division of Administrative Services
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2003 (please consult author)|
|Deposited On:||22 Apr 2005|
|Last Modified:||22 Sep 2010 11:30|
Repository Staff Only: item control page