EDUC:6157

Part 3: The Developmental Culture at Apex State University

Culture is essentially one of the most important things at any and all institutions around the world. Although there is an anarchical system within the academic departments at Apex State University, the entire institution does not function in this fashion. Understanding the operation of Apex and its’ culture will have a profound effect on the process of the transfer enrollment policy. Bergquist and Pawlak (2008), highlighted and described six cultures that could be within different institutions: collegial, managerial, developmental, advocacy, virtual, and tangible. It was noted that each culture contributes to learning rather than reinforce limiting and inflexible assumptions about the nature and direction of the higher education enterprise (Bergquist & Pawlak, 2008, p. 14). By taking the Academic Culture Inventory, created by Bergquist and Pawlak, Apex was noted as having a developmental culture. Knowing the culture of Apex State will help the overall growth and development of the administration, faculty, staff, and students.

In a developmental culture, the institution finds meaning in the creation of programs and activities that will further personal and professional growth of all members of the higher education community (Bergquist & Pawlak, 2008, p. 73). This concept is highly important, considering that Apex State is trying to change the transfer enrollment policy, which could impact the personal and professional growth of the students. Robles (1998) described leaders in developmental cultures as charismatic, collaborative, and servant-leaders (p. 12). Faculty, in the academic department, want students to grow and learn during their time in school. Academic faculty are the ones who manage the learning experiences and are the main interface with students (Rowley, 1996, p. 11). By creating opportunities for students to transfer their coursework and continue their path to completing their degree, will help foster the concept of “personal and professional growth.

Another interesting concept in an institutional developmental culture is faculty development. It was mentioned that by enhancing a faculty member’s skills through training programs and encouraging renewed interests in teaching and student advising, student learning is improved significantly (Bergquist & Pawlak, 2008, p. 78). Student success can occur if leaders find ways to increase the amount of time and effort students put into their studies and other activities that lead to the experiences and outcomes that constitute student success (Bergquist & Pawlak, 2008, p. 81). Faculty members can become effective leaders by undergoing professional development that will enhance their teaching, research and scholarly activities. If the transfer policy was accepted, effective leadership could take by advising students on which courses transfer and helping them pick the appropriate courses to take. Leaders who are effective can inspire, persuade, influence, and motivate others and spearhead useful changes (Robles, 1998, p. 4). They can maximize student success by allowing the transfer policy to take place so that students can continue with their coursework and further their education. They have the ability to help others in the institution become more mature (Bergquist & Pawlak, 2008, p. 73). It’s important for faculty to use professional development opportunities to promote growth and change at Apex State University.

An institutions enterprise, in the developmental culture, should be looked at as encouragement of potential for cognitive, affective, and behavioral maturation among all the students, faculty, administrators, and staff (Bergquist & Pawlak, 2008, p. 73). The transfer enrollment policy is important essentially because it would be a part of Apex’s enterprise, but it would also encourage cognitive, affective, and behavioral maturation for everyone, specifically the administration, faculty, and staff. Universities, all over the world, have the responsibility to strive to achieve equitable outcomes for all their students and develop graduates who can make their way in a multicultural and globalizing world (Killick, 2018, p. 1423). Learning outcomes are a focus and instructional approach advanced by the developmental cultural (Bergquist & Pawlak, 2008, p. 91). By accepting credits from other institutions, the transfer enrollment policy will both help prepare students by allowing them gain credit for courses that they need to succeed and focus on learning outcomes from courses taken and courses needed. Something that has been complemented by an ever-broader emphasis on the learning-center organization is the new developmentalist emphasis on a learner-centered orientation in the classroom (Bergquist & Pawlak, 2008, p. 92). Apex State University could become a more learner-centered institution by accepting credits and helping promote learning to all students.

Although Apex State University has a developmental culture, the collegial culture has much influence in the institution. With the collegial culture, there is value with faculty research and meaning in the disciplines represented by the faculty (Bergquist & Pawlak, 2008, p. 15). These are very important aspects in any institution. But, with Apex being a developmental culture, there is a strong emphasis on development for everyone involved in the institution. The transfer enrollment could help generate development among the students. New tools and concepts should be used, regarding organizational change, stabilization, innovation, and analysis (Bergquist & Pawlak, 2008, p. 86). With the implementation of the transfer enrollment policy, organizational change, stabilization, innovation, and analysis is bound to take place. Being that Apex State University has a developmental culture, it’s important to implement a change that will help with the development of the students. This will promote the facilitation of learning and success.