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Organizational routines and teaching innovations: a case study
Authors:Mary Tate  Jennifer Campbell-Meier  Rory Sudfelt
Affiliation:1. School of Information Systems, Queensland University of Technology, Brisbane, Australia;2. School of Information Management, Victoria University of Wellington, Wellington, New Zealand;3. Education Review Office, Wellington, New Zealand
Abstract:Adopting new teaching practices, like the ‘flipped classroom’, disrupts organizational routines within the university. This paper examines flipped classroom implementation from the perspective of four stakeholder groups students, instructors, administrators, and managers), using an organizational routines lens. Disrupting established routines created risk, decreases coordination and shared understanding, and increases time and cognitive load for stakeholders. We conclude that seemingly minor innovations in teaching delivery can have major and disruptive implications for the wider institution.
Keywords:Organizational routines  flipped classroom  case study
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