Doctoral Schools as Learning Organizations: A Polish Perspective
The aim of this study is to analyze doctoral schools as a new form of doctoral education in Poland through the prism of the concept of a learning organization. This paper not only reshapes the landscape of doctoral education but also contributes profoundly to the field of organizational learning theory by examining how this new model can enhance educational environments. By demonstrating the transformative potential of doctoral schools as learning organizations, the author highlights their critical role in driving educational innovation and fostering a culture of continuous improvement within academia. Given the evolving legal and organizational environment and the increasing demands of universities and young researchers, this approach is crucial for the future success of doctoral education. Doctoral schools are undeniably positioned to adapt and thrive in this changing landscape, aligning with the core principles of learning organizations.
A learning organization can rapidly adapt to changing conditions and boldly create transformative opportunities for improvement for all individuals associated with its functioning. In a learning organization, it is crucial to focus on the continuous acquisition of new skills, actively searching for opportunities, and boldly introducing innovative patterns of action. Equally important is receiving constructive feedback on mistakes made, learning how to avoid them, and, when they do occur, swiftly correcting them to foster ongoing improvement.
This study explores the concept of doctoral schools as learning organizations, emphasizing their potential to drive educational innovation and foster a culture of continuous improvement within academia. The author employs qualitative methodology, analyzing literature, and has also incorporated autoethnography to address important aspects of managing a doctoral school relating to individual areas of a learning organization. The basis for the author’s considerations is the theory of the ‘learning organization’ by Peter Senge.
The novelty of this article lies in its analysis of a relatively new form of doctoral education that has existed in Poland since the academic year 2019/2020 and is still evolving. The contribution also considers this form a learning organization, offering practical implications for policymakers and academic leaders. Furthermore, this study extends existing research on learning organizations by applying this theoretical framework to doctoral education, a field where such an approach has been underexplored. By integrating insights from organizational learning theory, the research provides a broader perspective on how doctoral schools can function as dynamic, adaptive institutions that foster academic development and institutional resilience. This research also fills a gap in the literature by demonstrating how learning organization principles can be systematically implemented in doctoral education.
Doctoral schools in Poland exemplify the characteristics of dynamic learning organizations. Their key features include learning from mistakes, continuously reviewing operational procedures, fostering the ongoing development of management staff, supervisors, and administrative personnel, taking calculated risks, actively searching for ways to enhance the quality and effectiveness of education, and making informed, evidence-based decisions. These aspects underscore the transformative potential of doctoral schools in shaping a more adaptable and innovative higher education system.
The doctoral school in Poland is such an innovative concept in relation to previous practices related to educating doctoral students that it requires structural and organizational changes and a shift in mindset among those responsible for training young researchers.
Future research should investigate the extent to which doctoral schools perceive themselves as learning organizations and the degree to which they consciously implement this concept. Additionally, analyzing these institutions through alternative theoretical models and conducting empirical research would provide deeper insights into their evolving role in higher education.
The findings of this study offer practical implications for doctoral school management. The analyses presented here can inform the development of strategies that align doctoral schools more closely with the principles of a learning organization, ultimately supporting their mission to cultivate a dynamic and progressive academic environment.
Future research should further explore the extent to which doctoral schools identify as learning organizations and the degree to which they actively implement this concept. Additionally, investigating the specific challenges and strategies in integrating learning organization principles within doctoral education would provide deeper insights. Empirical studies comparing different models of doctoral education could also contribute to a more comprehensive understanding of how these institutions evolve and adapt in response to educational reforms. Furthermore, future studies could focus on identifying the key factors that influence the successful implementation of these principles, such as institutional culture, leadership styles, and faculty engagement. Exploring the potential barriers to adopting a learning organization approach within doctoral schools, including resistance to change or resource limitations, would also be valuable. This would encourage a more nuanced understanding of the complexities involved and inform strategies for overcoming these challenges.
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