Gareth Morgan, a professor of organizational behavior and business members of the family at York University in Toronto, is the author of a famous ebook titled ‘Images of Organization.’ Intriguingly, the ebook tries to describe an organization’s dynamics with metaphors.
For instance, enterprises may be regarded as machines, organisms, brains, cultures, political systems, psychic prisons, flux and transformation, and domination devices. If we search at diverse academic institutions, we observe that a maximum of them are being run like machines. In the neoliberal tradition, academic businscholarlye considered and handled as machines. Decision-makers and executives also don’t forget educational corporations are mere machines and count on them to operate like machines in a routinized, green, dependable, and predictable way.
In some educational institutions in Pakistan, we examine a mechanical model of control because it divides employees’ responsibilities into small gadgets, which can be easily monitored for evaluation, leaving little room for creativity. A great perk for managers in the mechanistic and bureaucratic model is exercising electricity by treating employees as tiny screws in a large system with no emotions or thoughts.
First of all, this sort of management is proposed for the production units of factories to ensure greater productivity and precision in the product that may be supervised, monitored, and measured. The version became popular with the corporate quarter, where employees had been treated like robots and anticipated to be devoid of ideas and feelings. Nowadays, well-known meal chains are the right examples of ‘green management.’
However, the trouble started when the company model of management applied to instructional businesses hoping for improved efficiency, ignoring the truth that factories and educational establishments are completely one-of-a-kind entities with numerous requirements and need a distinct technique for management.
More so in non-public colleges, a prevalent method is that of a fairly straitjacketed environment where teachers are ‘non-thinking’ objects who are just speculated to put in force instructions with no mirrored image as all the wondering is achieved on the pinnacle degree. In an extraordinarily-based and bureaucratic version of the control, instructors’ innovative initiatives are quashed without remorse. They are made to recognize they are no longer there to assume, mirror, recommend, and provoke. However, to behave like consumers by carrying out chores robotically.
In his seminal ebook titled ‘Schools That Learn,’ Peter Senge suggests, “Our meeting line questioning forces us to treat the herbal type of human beings as in some way aberrant due to the fact they do not match the needs of the machine.” With time, enthusiastic teachers lose their passion and self-assurance and become passive robots in nervous surroundings of centralized monitoring. But the managers consider that this mechanical method is a safe mode. They can be right to the extent that within the absence of opposing voices, one gets the influence that all is well when, in truth, instructors and schools become losers on this cold and so-called rational way of working.
Gareth Morgan believes that “each personnel and corporations lose from this arrangement. Employees lose possibilities for non-public growth, regularly spending many hours a day on paintings they neither cost nor enjoy, and enterprises lose the innovative and smart contributions that most personnel can make, given the proper possibilities”.
Is it crucial for educational establishments to have an open environment for gaining knowfordge of, questioning, and dealing with affairs? Is it important to give academic freedom to instructors? The answers to those questions range depending on the philosophy of schooling that one believes in. If the control believes that education’s function is to suit the slots of society, then the preparation required is neutral, apolitical, and unidirectional, in which instructors act as passive workers.
Suppose the management thinks that the cause of schooling is not just to fit into the various niches of society. In that case, but, it has to undertake a learning agency mode to increase crucial wondering and reflective practices amongst students to permit them to use their knowledge in special contexts. What is a learning enterprise mode, and how can an educational organization become a gaining knowledge of the organization?