Page 52 - International Journal of Process Educaiton (Special Issue)

 Institutions must foster communities of practice to
better support growth.
 Institutions must set up a system for rewards-based
process, and recognition must be given for strong
performances.
The language used here (“change,” “success,” “transfor-
mational,” “administrative,” “institutions”) makes clear
that the aim, even then, was to shift the culture of belief
and practice institution-wide in order to achieve greater
student success.
The Compass of Higher Education
It was at this time that the Compass of Higher Educa-
tion was developed as a way to not only explain Process
Education, but to outline its broad methods and goals in
transforming educational culture (see Figure 1). The Com-
Figure 1 The Compass of Higher Education
50 International Journal of Process Education (February 2016, Volume 8 Issue 1)
pass became the roadmap for institutional transformation,
a pathfinder for Process Education scholarship contained
within the Faculty Guidebook (Beyerlein, Holmes &
Apple, 2007), and the basis for ongoing and future work
in Process Education. While a strong argument could be
made that every module within the Faculty Guidebook ul-
timately speaks to transforming education and creating a
culture of success, several modules explicitly address the
need or call for educational transformation:
 Efforts to Transform Higher Education (Holmes,
2007b)
 Role of Process Education in Fulfilling the Changing
Mission of Higher Education (Duncan-Hewitt, 2007)
 Changing Expectations for Higher Education
(Holmes, 2007a)
 Learning Colleges (Armstrong & Holmes, 2007)