Vision sustainability in an educational environment is of utmost importance for the purposes of meeting the current challenges. Multiple techniques and methods could be employed to help the staff and faculty sustain the vision. Therefore, the working process is subject to certain transformations, which are based on a reevaluation of existing methods and approaches (Blewitt & Cullingford, 2013, p. 60).
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One of the critical aspects, which might help the staff and faculty sustain the vision, is a clear organizational structure. It is necessary to set specific goals, which would be comprehensible and justifiable. The objectives must be defined in a transparent way, with consistency and accountability determined as the primary qualities contributing to the implementation plan. The management of the institution must display the necessary characteristics it wants the staff to develop, as it would show its commitment to the issue, thereby providing motivation for the faculty members.
By employing the methods mentioned above, it is possible to create a sense of a common purpose, crucial for sustaining a cultural vision at an educational institution (Northeast and Islands Regional Educational Laboratory, 2000, p. 11). The objectives determined by the management should be conveyed in a transparent way, explored from various angles so that the common purpose is communicated on a daily basis. This approach contributes to the development of a productive working environment, where the support and respect among staff members is a defining characteristic (Bolam et al., 2005, p. 5).
Another essential approach includes altering the very understanding of the staff’s purpose. In certain cases, it may prove useful to modify the staff’s vision of the teaching process (Frenk, Hunter, & Lapp, 2015, p. 110). Rather than a limited activity, it should be viewed as an ongoing process, where the professor plays the role of a student’s guide. This approach leads to the reassessment of the staff’s purpose, as well as to a more comprehensive understanding of the cultural vision.
It involves seeing the learning process as the foundation for the students’ further activities and estimating the impact, which the education will have on their future (Ferguson, Phillips, Rowley, & Friedlander, 2015, p. 1). The mentioned methods contribute to developing and sustaining the particular vision of an educational institution on various levels of involvement.
The methods described provide a basis for introducing, developing, and sustaining the vision in an educational setting. Setting clear expectations and objectives, as well as communicating them on every level of the working process is an efficient approach towards establishing and sustaining the cultural vision of an institution. The criteria of selection of human resources provide an opportunity to engage professionals that display the necessary characteristics. Finally, the method of rewarding the behavior, which embodies the cultural vision, might prove highly effective regarding the overall commitment of the staff.
The described approach pinpoints a salient difficulty encountered by the institutions employing staff members with many years of experience. It can be difficult to introduce changes with those who are firmly set in their ways. To this end, it is proposed to redefine the staff’s understanding of the learning process, guiding them towards the principles of the adopted vision. It is necessary to encourage the staff to think of teaching as a continuous process of mentoring, which influences the students’ life in a profound way.
Once the objectives are defined, and the vision sustainability techniques are fully developed, it is crucial to integrate the determined principles into the working process of an institution (Quinn & Norton, 2004, p. 3). The described approach provides a basis for a collective effort towards sustaining the defined vision. Coupled with the commitment of all staff members and the management team, it helps develop the essential qualities and values and create the environment necessary for vision sustainability (Pappas, 2012, p. 2).
Blewitt, J., & Cullingford, C. (2013). The sustainability curriculum: The challenge for higher education. London, England: Earthscan.
Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., Hawkey, K., Ingram, M., Atkinson, A., & Smith, M. (2005). Creating and sustaining effective professional learning communities. Web.
Ferguson, R. F., Phillips, S.F., Rowley, J. F. S., & Friedlander, J. W. (2015). The influence of teaching. Beyond standardized test scores: engagement, mindset, and agency. Web.
Frenk, J., Hunter, D. J., & Lapp, I. (2015). A renewed vision for higher education in public health. American Journal of Public Health, 105(1), 109-113.
Northeast and Islands Regional Educational Laboratory. (2000). Ten capacities for initiating and sustaining school improvement. Web.
Pappas, E. (2012). A new systems approach to sustainability: University responsibility for teaching sustainability in contexts. Journal of Sustainability Education, 3(1), 3-18.
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Quinn, L., & Norton, J. (2004). Beyond the bottom line: Practicing leadership for sustainability. Leadership in Action, 24(1), 3-7.