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Introduction to Expectations and Change Movements works for education in two articles currently being written.
in Higher Education (Lindborg, 2007) One focuses on the traditional framework as it correlates
to risk factors (characteristics in learners and learning situ-
The Transformation of Education ations that lead to failure or jeopardize success; see also
Horton, 2015); the other focuses on the transformational
Additional scholarship focused on the culture of success framework as it correlates to success factors (characteris-
and the success of the Learning to Learn Camps led to a tics in learners and learning situations that lead to or ac-
deeper analysis of the elements necessary for institutional company success).
cultural change to succeed. The Transformation of Edu-
cation: 14 Aspects (Hintze, Beyerlein, Apple & Holmes, The work in this area is just beginning. We are finding that
2011) presents 14 aspects of traditional educational culture the more we explore, the more important this area seems
and demonstrates how the assumption behind and practice to be. New scholarship focuses not only on the extent to
of each aspect might be shifted in order to achieve greater which educational culture can be shifted to the kind that
educational success (see Figure 2). The Transformation of fosters success, but also on the mechanism(s) that facilitate
Education is used as the basis for a cultural analysis and this kind of change.
comparison of the traditional and transformational frame-
Figure 2 The Transformation of Education
Aspect Traditional Transformed
Practice Practice
Challenge The degree to which increasing the level of difficulty is used in Enabling
order to grow capacity for learning and performing Empowering
Memorizing
Cognitive Complexity The degree to which training and doing is elevated Faculty- Problem
to problem solving and research Centered Solving
Learner-
Control The locus of power/authority for the learning situation or Presentation Centered
experience Active
Rigid Learning
Delivery The means by which information/knowledge is obtained by
learners Responsive
Design The purposeful arrangement of instructional environment, Doubt Conviction
materials, and experiences to support learning
Evaluation Assessment
Efficacy The well-founded belief in one’s capacity to change and to make
a difference Subjective Objective
Determination Determination
Feedback Information about what was observed in a performance or work
product Directed Self-Directed
Measurement The process of determining the level of quality of a Emotionally Emotionally
performance or product Distant Invested
Ownership The degree to which the learner accepts responsibility and Situational Interdisciplinary
accountability for achieving learning outcomes Understanding Understanding
Relationship The degree of emotional investment an instructor or mentor Self- Self-Growth
has in his or her students or mentees Consciousness
Scope of Learning The contexts across which learning occurs and its Individual Community
application is demonstrated
Private Public
Self-Awareness The degree to which reflective and self-assessment
practices are used by the individual to foster the growth of his or her own
learning skills across the cognitive, affective, and social domains
Social Orientation The investment, interdependence, and responsibility
for learning throughout a community
Transparency The degree to which stakeholders can view individual,
team, or collective performances
International Journal of Process Education (February 2016, Volume 8 Issue 1) 51
