Edith Cowan University's Organizational Culture - Report Example

Analysis of Edith Cowan University (ECU) Organizational Culture Introduction Culture has no clear definition since it defines human social life. Culture can be defined as the way a firm exhibits assumptions, behaviours, values and artefacts (Black 78). It is what makes firms to differ from one another. Culture is a collective programming of the mind, which is a collective phenomenon that is shared partly by people who lived or live within a certain common environment where it was learned. This implies that culture is learned from one’s social environment and hence is not innate. Thus, culture distinguishes the members of one category or group from another. People have several mindsets that correspond to different levels of culture, which sometimes may be conflicting. The roles, responsibilities, behaviour of people and the way they work determine whether a firm will succeed or fail in attaining its goals. An organization culture can be created explicitly. The leadership and top management of the firm determines the ability of a firm to be culturally innovative who are responsible for building strong cultures. Leaders are involved in constructing the social reality of a firm, shaping values and attending to the vision and drama of the firm. Culture is used in organizations to resolve the dilemma of formal procedures which are necessary for the integrity of the business but which may also stifle innovation and autonomy (Black 90). There are different types of culture. They include role cultures, task cultures, power cultures and person cultures. Role cultures are usually highly formalized, bound with paperwork and regulations, hierarchy, and authority dominate relations. Behaviours in role cultures are usually governed by regulations, rules and legitimacy. Under role cultures, development of appropriate procedures and policies is prioritized and hence means are emphasized over the ends. Task cultures values the strong sense of the primary mission of the firm and jobs are designed based on teamwork. Under task culture, a strong sense of purpose is engendered in members of the organization and this overrides all other considerations. Thus in task culture priority is given to ends instead of the means. Power cultures have single source of power, which could be a corporate group or an individual, and they are characterized with struggle for superiority of the strong over the weak. The major source of power in power cultures is the control of rewards (O'Donovan 90). Business strategies produced by power cultures are usually aimed at increasing influence and size and thus domination of the market. Person cultures involve attraction of people who desire working in congenial environments in which emphasis is placed on the interest the person has in the job and personal development. This culture fosters the creation of the cult of the individual. School organization ECU was named after Edith Cowan who was the first woman to be elected to an Australian parliament. The university has an approximate student population of 20,000 of which about 4,000 are international students. More than 400 courses are offered at ECU (ECU, 2010). It has two metropolitan campuses: Mount Lawley and Joondalup and a regional campus in the South West, Bunbury. The university also some courses through distance learning. The university also partners with other institutions to conduct programs and courses offshore (Bligh 29). The university has four faculties: faculty of business and law; faculty of computing, health and science; faculty of education and arts; and the faculty of regional professional studies. ECU also has several research centres within its areas of research strength such as Communications and Creative Arts; Health and Wellness; Electronic Engineering and ICT; Environment and Sustainability; Social and Community; Business and Society; Education; and Security, Law and Justice. Most of its research centres are classified as major national research facilities and Western Australia centres of excellence in science and innovation. The vice chancellor is the CEO of the university. The university has a university council, which is its governing body (O'Donovan 63). The university offers programs at associate degree, bachelor, master and doctoral level in various subject areas. The social and emotional learning environment Development of professional skills as part of student’s education is being emphasized in institutions of higher learning (Black 96). Employers are targeting skills such as problem solving, collaboration, communication, social skills, interpersonal skills and time management in potential employees. the social and emotional learning environment at the universities ought to be enabling the development of these skills (Bligh 132). Social and emotional learning integrates thinking, feeling and behaviour to attain important social/life tasks, meet personal and social needs and development of skills necessary to become a productive contributing member of the society. ECU is made up of students from across the globe and hence provides them with a platform to interact with one another from diverse cultural backgrounds (ECU, 2010). This fosters development of students both socially and emotionally. This is instrumental in the development of the skills that are required by employers who are becoming more and more globalized. Leadership Leadership in the educational institutions is complex and demanding. According to lantern model, effective leadership development involves the ability of seeking and acting upon data that is relevant and engaging and mobilizing others to take relevant actions continuously in order to improve the performance of the firm (Black 102). This model is essential in educational leadership, which requires integrated approach to succession and organizational leadership development. This model links succession management to business strategy and outcomes that are intended. The model allows HR strategies to flow from and align with the strategic plan of the firm. Lantern model is designed to in such a way that it ensures that development of succession leadership fosters organic leadership development in educational setting using various elements (ECU, 2010). First, the model uses external factors, which bear on the strategy of the organization. Second, the model adapts a strategy to changing influences and prioritizes strategies (Sopow 83. The workforce under this model is directed toward fulfilling prioritized strategies of the firm. Furthermore, the model builds ethical management platform that is required for organizational culture and provides insights of data and feedback (Bligh 26). Under lantern leadership model, intrapersonal, interpersonal and intrapersonal dimensions of development are encouraged and recruitment and development are aligned with the desired culture and the business strategy. This model recognizes the significance of innovation, flexibility and adaptability to change, helps leaders to focus on strategies, people, and processes (Cameron and Quinn 61). Edith Cowan University is governed by the University council. Among the members of the council are the chancellor, the pro-chancellor and the vice chancellor among others (ECU, 2010). The council controls and manages the affairs, operations, property and concerns of the university using the corporate governance statement of the university (Black 112). The corporate governance statement sets out functions of the university that ought to be implemented by the council. They include provision of courses of study, which meet the needs of the community in Western Australia. Other functions include encouraging and provision for tertiary education, pursuing and supporting research and scholarship, fostering development and welfare of all students enrolled at the institution, promotion and encouraging collaboration and consultation with other institutions throughout Western Australia and provision of facilities related to its functions (ECU, 2010). The council has various responsibilities such as appointment of the vice chancellor who act as the CEO of the university. Other responsibilities include approval of the mission and strategic direction of the university, overview and review of the management of the university and its performance, establishment of policy and procedural principles, which are consistent with legal requirements and community expectations and approval and monitoring systems of control and accountability. The council also oversees and monitors the assessment and management of risk and academic activities across the university (Bligh 23). It is also involved in approval of significant commercial activities of the university. Thus, Edith Cowan university leadership is confined to the framework developed by the council. The council’s members are developed professionally by the university through a series of discussions, workshops and individual professional development on agreed topics of strategic interest. The council has committees, which assist it to meet its responsibilities (Cummings and Worley 16). Leadership at Edith Cowan University is not confined to the council; there are heads of schools and faculties within the university (Black 66). These have the mandate of carrying out roles and responsibilities related to their schools and faculties. Within these units, there exist departmental heads charged with roles and responsibilities [pertaining educational matters. The student body also has student associations and ECU student guild, which represents the students. There are also a range of academic associations and groups within undergraduate population (ECU, 2010). Curriculum The curriculum adopted at ECU (Edith Cowan University) is internationalized curriculum. This is a curriculum, which integrates international/intercultural dimension into the teaching, service and research functions of the University (Cameron and Quinn 91). The curriculum approaches international activities in terms of revenue generation, and internationalization of the Australian students and staff (ECU, 2010). The internationalization of the curriculum was strengthened by the academic board of the university when it adopted one of its generic graduate attributes which requires that the graduates of ECU be culturally sensitive who appreciates other cultures and demonstrates international and global perspectives. The program strategies at ECU integrate an international dimension into the main functions of higher education (Black 12). To foster the internationalization of the curriculum, organizational strategies at ECU ensures institutionalization of international dimension through appropriate administrative and policy systems. The students at ECU are educated for a global knowledge society. Quality of instruction ECU offers courses, which are innovative and relevant to the real world. At ECU, there is a balance between academic study and real practical works as part of the programs offered at the University (ECU, 2010). The university is always in constant communication with industry and professional bodies. This ensures that the courses offered at the university are innovative, practical and relevant to graduates in their respective fields (Pattson and Williamson 66). The alignment of the programs to the needs in the market makes graduates of ECU to be highly regarded both locally and internationally. ECU has a unit and teaching evaluation system (UTEI) which enables the staff to identify the strengths and areas of the unit, which require improvement, and their teaching. The systems also help in the monitoring of the units and their teaching over time. The system evaluates the unit within the unit, lecturer and the tutor of the unit. Whole-school approach ECU has collaborative project with independent schools called Focused Intervention in Early literacy Development (Black 74). This project aims to improve the literacy skills of children in pre-primary by provision of strategies for teachers and educational assistants to improve student literacy skills and encourage support from their homes (Cameron and Quinn 66). The university is also involved in the case management and targeted intervention for the training and development of paraprofessionals in classrooms (ECU, 2010). This project provides targeted support and professional learning for paraprofessionals to help in improving the literacy and numeracy learning outcomes of low achieving students (Lorrimar 56). Traditions and principles The traditions and principles of ECU are based on the integration of high quality academic training with hands on practical experience via professional on job training in placements in real life working environments (ECU, 2010). The university is forward thinking, creative and focused. It utilizes state of art technology t o teach and carrying out research aimed at making a difference in the real world. Students at the university learn in a supportive and encouraging environment. Thus, learning process at ECU is based on four principles: relevance to industry, support, accessibility and engagement (ECU, 2010). Visionary goals and outcomes ECU main vision is to have its staff, students and graduates to be highly regarded as ethical and self-reliant contributors to more prosperous, inclusive and sustainable communities (ECU, 2010). To foster this vision, the university instils values such as integrity, respect, rational inquiry and personal excellence among its members (Black 72). The university values its graduates based on their ability to communicate, work in teams and to generate ideas in addition to their critical appraisal skills and having cross cultural and international outlook. The university aims to provide leadership in its areas of excellence and modelling values and behaviours, which facilitate positive contribution to its communities by its students, graduates and staff. This has seen the university collaborate with the industry to tailor their courses to fit in the needs of the industry (Papa 77). The university also aims at providing an excellent education and to fulfil student experience. This has seen the university internationalize its curriculum to enable its graduates to be competitive in global labour market. Conclusion Almost all types of culture exist at ECU. The role culture is seen in the way the governing council carries out its roles. The roles of the council are guided by paperwork and regulations and hierarchy and authority dominate relations. Task culture is seen in the way the university council has designed the primary mission of the firm and jobs on the basis of teamwork. Power culture is seen at the ECU since it has a single source of power which is in the form of governing council. Person cultures also seen at ECU since the university strives to attract people who desire working in congenial environments in which emphasis is placed on the interest the person has in the job and personal development. Works Cited Black, Richard. Organizational Culture: Creating the Influence Needed for Strategic Success, London UK, ISBN 1-58112-211-X. 2003. Bligh, Michelle C. Surviving Post-merger ‘Culture Clash’: Can Cultural Leadership Lessen the Casualties? Leadership, 2 (2006): 395 - 426. Cameron, Kim, and Quinn, Robert. Diagnosing and Changing Organizational Culture: Based on the Competing Values Framework. Sydney: The Jossey-Bass Business & Management Series, ISBN 13 978-0-7879-8283-6. 2005. Cummings, Thomas, and Worley Christopher. Organization Development and Change, 8th Ed., Thomson South-Western, USA, ISBN 0324260601. 2005. Edith Cowan University (ECU). Home. 14 Dec. 2010. http://www.ecu.edu.au/ Lorrimar, Jane. Organisational Culture in TAFE Colleges: Power, Gender and Identity Politics. October 2006. http://researchrepository.murdoch.edu.au/164/1/01Front.pdf O'Donovan, Gabrielle. The Corporate Culture Handbook: How to Plan, Implement and Measure a Successful Culture Change Programme, The Liffey Press, ISBN 1-904148-97-2. 2006. Papa, Michael , et al. (2008). Organizational Communication Perspectives and Trends 4th Ed. Sage Publications. Pattson, Liz, and Williamson Vicki. Organisational culture, structures, and styles: the impact of new technologies. http://web.simmons.edu/~chen/nit/NIT%2792/295-pat.htm Sopow, E. Corporate Personality Disorder. Lincoln NB: iUniverse. 2007. Read More