Culture change

About: Culture change is a research topic. Over the lifetime, 1531 publications have been published within this topic receiving 41922 citations. The topic is also known as: cultural change & culture changes.

The importance of leadership in innovation processes in nursing homes: An integrative review:

Abstract: The rapidly growing number of older people with increasingly complex needs places pressure on quality of care and thereby presents a need for innovation in nursing homes. The aim of this review was...

Hegel, unhappy consciousness and endogenous cultural change:

Abstract: How and why does culture change? Very often, our meaningful priorities change as a result of accidental circumstances and external factors. But what about endogenous cultural change, when the value...

Resisting Innovation? Learning, Cultural Evolution and the Potter’s Wheel in the Mediterranean Bronze Age

Abstract: Although the use of neo-Darwinian models to explain culture change has become quite common in some subfields of archaeology, there remains much resistance within ‘interpretive’ archaeologies to what is perceived as the simplistic ‘biologisation’ of culture. Some recent work has sought to build bridges between evolutionary and interpretive archaeologies, with the topic of ‘learning’ emerging as a useful middle ground between these two standpoints. Yet significant barriers remain to a more thorough integration. Here I identify what appear to be two such barriers: one is the continued commitment in neo-Darwinian approaches to a Cartesian notion of ‘information’ and the second is the related adherence to the idea of distinct cultural ‘traits’. I draw on work in cognitive science and developmental biology that places heavy emphasis on the distributed and contextual nature of learning, such that the uptake of an innovative technology cannot be reduced to a process of information transfer for learning a new trait. A distributed and developmental approach is put into play through a case study tackling the variable regional and temporal adoption of the potter’s wheel across the Bronze Age east Mediterranean.

CBT for culture change: formulating teams to improve patient care.

Abstract: Background: Increasingly, clinical psychologists and CBT trained clinicians work with and within teams. The cognitive model enables us to formulate the processes maintaining distress, and work with people to effect change. The model tends to be used to understand individuals’ difficulties, but may be effective in making sense of problems within teams. Aims: This study aimed to (i) explore the value of the cognitive model in formulating key staff-service user relationships; and (ii) determine whether such an approach would yield useful team based interventions. Method: The cognitive interpersonal model was used to develop an idiosyncratic conceptualization of key staff-service user interactions in an inpatient setting. This then informed management team planning aimed at improving provision for service users, and staff experience. Additionally, frequency of challenging behaviours and levels of staff burnout were assessed before and after service changes, as preliminary outcome data. Results: The team formulation was effective in (i) making sense of interactions contributing to the maintenance of service users’ challenging behaviours and staff burnout, and (ii) deriving systemic interventions likely to effect change. This was then used to guide service development planning. In support of a CBT approach to understanding and intervening with teams, preliminary data indicate that staff burnout and incidents of challenging behaviours reduced over time. Conclusion: The cognitive interpersonal model can be used to formulate relationships within teams and guide systemic change. This is likely to have a beneficial impact for both service users and staff.

The University as Learning Community

Abstract: Organizations are increasingly faced with the need to "reinvent" themselves as they adapt to a changing society. In this article, the university is examined as one such organization. Faced with enormous pressures to educate an increasingly diverse group of students, equip them with skills for the global marketplace, and prepare them to be responsible citizens, the university must become a more responsive institution that can respond effectively to these challenges. Various perspectives on how the university can become a “learning organization” are discussed. Central to the discussion is the need to change the university culture in ways that encourage and nurture more interdisciplinary programs and problem-focused teams that address the needs of communities. It is suggested that culture change is also necessary to encourage the development of new types of learning environments that nurture the spirit and the mind. Future business organizations are then compared with the university. A key issue that needs to be considered is how universities can better prepare students for the work settings of tomorrow. It is suggested that such preparation requires environments that help students adapt to change and encourage them to become lifelong learners.