Andragogical Aspects of Organizational Learning

Pre-requisites: The requirements are in accordance with the doctoral studies admission requirements.

Course objectives: Understanding the influence of changes in wider social context and in organization on organizational learning. Acquisition of knowledge and development of capabilities for studying and improvement of practice of learning in organization. Improvement of the profession of andragogue in organizational context.

Course description: Theoretical course: Basic theoretical differentiations and characteristics of organizational learning – Different comprehensions of the importance and the role of andragogue in the concept of learning organization – Dimensions of organizational learning concerning everyday routines in work and learning, organizational structure, mission, vision and culture of organization – Continuous learning on the system level – Generation and exchange of organizational knowledge – Development of the capacity for systematic thinking – Stimulation of the development of responsibility – Culture and the structure of fast communication and learning. Practical course: The influence of wider social context on organizational learning – Formal and non-formal structures in organization; employees and organizational learning – Models of organizational learning 1 and 2 – Implications for professional competence and practice.

Learning Outcomes: Students will be able, from andragogical point of view, to review and study, individually interpret and apply theoretical and empirical findings related to problems of organizational learning and to innovate professional knowledge of andragogues related to the context of organization.

Literature/Reading:

• Ovesni, K., prir. (2008), Andragoški aspekti organizacionog učenja, hrestomatija
• Ackroyd, S., Batt, R., Thompson, P. and Tolbert, P. (2005), The Oxford Handbook of Work & Organization, Oxford: Oxford University Press
• Ovesni, K. (2007), Andragoško znanje - stožer profesionalizacije područja obrazovanja odraslih, Andragoške studije, Vol. XIV, Broj 1, april 2007, str. 5-22
• Argyris, C., Schön, D. (1974), Theory in Practice, Increasing Professional Effectiveness, San Francisco: Jossey-Bass Inc
• Senge, P.M. (1990), The Fifth Discipline, The Art & Practice of The Learning Organization, Sydney: Random House
• Watkins, K.F. & Marsick, V.J. (1993), Sculpting the Learning Organization, Jossey-Bass Publishers, San Francisco
• Carnevale, D.G. (2003), Organizational Development in the Public Sector, Westview Press, Oxford.
• Alibabić, Š., Ovesni, K. (2006), Andragogic Stimulation of Teacher Professionalization, Lifelong Learning in the Balkans, Thessaloniki: BASOPED, pp. 499-509
• Alibabić, Š., Ovesni, K. (2007), Commitment - A Base of Professionalism in Adult Education, Education and Values in the Balkan Countries, Thessaloniki: BASOPED, pp.125-133
• Ovesni, K. (2008), Teaching Adults - A Proffession In Its Infancy, International Conference Edu-World 2008, “Education Facing Contemporary World Issues”, University of Pitesti, Romania, in press.
• Sušanj, Z. (2005), Organizacijska klima i kultura, Slap, Jastrebarsko