Skip to main content
SpringerLink
Log in

Viewing the transition to innovative learning environments through the lens of the burke-litwin model for organizational performance and change

  • Published:
Journal of Educational Change Aims and scope Submit manuscript

Abstract

Recent history has seen many schools shift from their original purpose of standardization and facts to focus on soft skills and global preparedness. The physical design of a school follows suit, shifting from identical classrooms and autonomous teachers to more collaborative shared spaces deemed 'innovative'. While those who formulate such schools and school designs (i.e. the architects and school leaders) often have clear anticipations of the teaching and learning behaviors, these expectations oftentimes go unrealized and educators maintain traditional practice despite the innovative spaces. It is proposed that this misalignment between expectation and reality is due to a lack of holistic change in the organizational system underpinning the new spatial design leaving the enactors of the envisioned environment (i.e. the educators) without clear expectations and supports to successfully shift their practice. To answer this need, this paper advances the Burke-Litwin Model for Organizational Performance and Change as a theoretical lens for understanding the holistic system involved in the transition of schools from traditional learning spaces to more innovative learning environments.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

adapted from the Burke-Litwin Model of Organizational Performance and Change (Burke & Litwin, 1992)

Similar content being viewed by others

References

  • Alterator, S., & Deed, C. (2013). Teacher adaptation to open learning spaces. Issues in Educational Research, 23(3), 315–330.

    Google Scholar 

  • Alterator, S., & Deed, C. (2016). Reacting to “irregular” learning environments in a senior secondary school. Curriculum and Teaching, 31(2), 47–69. https://doi.org/10.7459/ct/31.2.04

    Article  Google Scholar 

  • Beery, T. A., Shell, D., Gillespie, G., & Werdman, E. (2013). The impact of learning space on teaching behaviors. Nurse Education in Practice. https://doi.org/10.1016/j.nepr.2012.11.001

    Article  Google Scholar 

  • Bertram, K. (2016). The cultural architecture of schools: a study of the relationship between school design, the learning environment and learning communities in new schools. In K. Fisher (Ed.), The Translational Design of Schools: An Evidence-Based Approach to Aligning Pedagogy and Learning Environments (pp. 105–123). Sense Publishers.

    Chapter  Google Scholar 

  • Blackmore, J., Bateman, D., Loughlin, J., & O’Mara, J. (2011). Research into the connection between built learning spaces and student outcomes. East Melbourne, Victoria. Retrieved from http://www.education.vic.gov.au

  • Burke, W. W., & Litwin, G. H. (1992). A causal model of organizational performance and change. Journal of Management, 18(3), 523–545. https://doi.org/10.1177/014920639201800306

    Article  Google Scholar 

  • Byers, T., Mahat, M., Liu, K., Knock, A., & Imms, W. (2018). Systematic review of the effects of learning environments on student learning outcomes. Innovative Learning Environments and Teachers Change. Melbourne: University of Melbourne, LEaRN. Retrieved from: http://www.iletc.com.au/publications/reports

  • Campbell, M., Saltmarsh, S., Chapman, A., & Drew, C. (2013). Issues of teacher professional learning within “non-traditional” classroom environments. Improving Schools, 16(3), 209–222. https://doi.org/10.1177/1365480213501057

    Article  Google Scholar 

  • Cantero, J. M. M., Mira, R. G., & Lopez-Chao, V. (2016). Influence of physical learning environment in student’s behavior and social relations. Anthropologist, 25(3), 249–253.

    Article  Google Scholar 

  • Carvalho, L., & Yeoman, P. (2018). Framing learning entanglement in innovative learning spaces: Connecting theory, design and practice. British Educational Research Journal, 44(6), 1120–1137.

    Article  Google Scholar 

  • Clarke, D. (2016). Architects as agents for organisational change in new generation learning spaces. In W. Imms, B. Cleveland, & K. Fisher (Eds.), Evaluating Learning Environments: Snapshots of Emerging Issues, Methods and Knowledge (pp. 65–74). Sense Publishers.

    Chapter  Google Scholar 

  • Damgaard, M. T., & Nielsen, H. S. (2018). Nudging in education. Economics of Education Review. https://doi.org/10.1016/j.econedurev.2018.03.008

    Article  Google Scholar 

  • Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education-A systematic literature review. Thinking Skills and Creativity, 8, 80–91. https://doi.org/10.1016/j.tsc.2012.07.004

    Article  Google Scholar 

  • Deed, C., & Lesko, T. (2015). ‘Unwalling’ the classroom: Teacher reaction and adaptation. Learning Environments Research. https://doi.org/10.1007/s10984-015-9181-6

    Article  Google Scholar 

  • Frelin, A., & Grannäs, J. (2020). Teachers’ pre-occupancy evaluation of affordances in a multi-zone flexible learning environment—Introducing an analytical model. Pedagogy, Culture & Society,. https://doi.org/10.1080/14681366.2020.1797859

    Article  Google Scholar 

  • French, R., Imms, W., & Mahat, M. (2020). Case studies on the transition from traditional classrooms to innovative learning environments: Emerging strategies for success. Improving Schools, 23(2), 175–189. https://doi.org/10.1177/1365480219894408

    Article  Google Scholar 

  • Gislason, N. (2010). Architectural design and the learning environment: A framework for school design research. Learning Environments Research. https://doi.org/10.1007/s10984-010-9071-x

    Article  Google Scholar 

  • Gislason, N. (2018) The Whole School: Planning and Evaluating Innovative Middle and Secondary Schools. In S. Alterator & C. Deed (Eds.). School space and its occupation: Conceptualising and Evaluating Innovative Learning Environments. Amsterdam. Brill/Sense.

  • Greenfield, T. A., & Klemm, E. B. (2001). When “Good” school restructuring efforts still fail. Source: American Secondary Education, 30(1), 2–25.

    Google Scholar 

  • Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

    Book  Google Scholar 

  • Hattie, J., & Zierer, K. (2018). 10 Mindframes for visible learning. Routledge.

    Google Scholar 

  • ILETC. (2018). Innovative Learning Environments and Teacher Change Project: Phase One Report. Retrieved from http://www.iletc.com.au/wp-content/uploads/2018/06/ILETC-Phase-1-report-published.pdf

  • Imms, W., Mahat, M., Byers, T., & Murphy, D. (2017). Type and Use of Innovative Learning Environments in Australasian Schools: ILETC Survey 1. Retrieved from http://www.iletc.com.au/wp-content/uploads/2017/07/TechnicalReport_Web.pdf

  • Kinney, T. (2017). Aligning vision with actual use of innovative learning environments. Explored through the lens of organizational change. In Transitions17: What is needed to help teachers better utilize space as one of their pedagogic tools?. Grand Rapids, MI, pp 49-56

  • Kinney, T. (2018). Applying organizational change model to educational transition. Transitions18: Continuing the Conversation, Phoenix, AZ, USA.

  • Lackney, J. (2008). Teacher environmental competence in elementary school environments. Children, Youth and Environments, 18(2), 133–159.

    Google Scholar 

  • Mahat, M., Bradbeer, C., Byers, T., & Imms, W. (2018). Innovative Learning Environments and Teacher Change: Defining key concepts. Melbourne: University of Melbourne, LEaRN. Retrieved from: http://www.iletc.com.au/publications/reports

  • Mahat, M., & Imms, W. (2020). Establishing a reliable measure of perceptions of teacher and student use of learning environments. The Australian Education Researcher. https://doi.org/10.1007/s13384-020-00382-z

    Article  Google Scholar 

  • Mulcahy, D., Cleveland, B., & Aberton, H. (2015). Learning spaces and pedagogic change: Envisioned, enacted and experienced. Pedagogy, Culture and Society. https://doi.org/10.1080/14681366.2015.1055128

    Article  Google Scholar 

  • Oterkiil, C., & Sigrun, E. K. (2012). Schools’ readiness and capacity to improve matter. Education Inquiry, 3(1), 71–92. https://doi.org/10.3402/edui.v3i1.22014

    Article  Google Scholar 

  • Owens, R. G., & Valesky, T. C. (2011). Organizational culture and organizational climate. In P. E. Inc (Ed.), Organizational Behavior in Education (10th ed., pp. 135–164). New Jersey: Upper Saddle River.

    Google Scholar 

  • Priestley, M. (2011). Schools, teachers, and curriculum change: A balancing act? Journal of Educational Change, 12, 1–23. https://doi.org/10.1007/s10833-010-9140-z

    Article  Google Scholar 

  • Provenzano, N. (2015). Ditching the Desk. Retrieved from https://www.edutopia.org/blog/ditching-the-desk-nicholas-provenzano

  • Saltmarsh, S., Chapman, A., Campbell, M., & Drew, C. (2015). Putting “structure within the space”: Spatially un/responsive pedagogic practices in open-plan learning environments. Educational Review, 67(3), 315–327. https://doi.org/10.1080/00131911.2014.924482

    Article  Google Scholar 

  • Schneider, R. (2013). The Impact of Spatial Design on Teacher Communication: A Case Study. Cornell University. Retrieved from http://hdl.handle.net/1813/34183

  • Scott-Webber, L., Konyndyk, R., French, R., & French, J. (2018). Significant results. Space makes a difference increasing student academic engagement levels. European Scientific Journal, 14(16), 1857–7881. https://doi.org/10.19044/esj.2018.v14n16p61

    Article  Google Scholar 

  • Sigurðardóttir, A. K., & Hjartarson, T. (2016). The idea and reality of an innovative school: From inventive design to established practice in a new school building. Improving Schools, 19(1), 62–79. https://doi.org/10.1177/1365480215612173

    Article  Google Scholar 

  • Stone, K. B. (2015). Burke-Litwin Organizational Assessment Survey: Reliability and Validity. Organizational Development Journal, 33(2), 1–19.

  • Tondeur, J., Herman, F., De Buck, M., & Triquet, K. (2017). Classroom biographies: Teaching and learning in evolving material landscapes (c. 1960–2015). European Journal of Education, 52, 280–294. https://doi.org/10.1111/ejed.12228

    Article  Google Scholar 

  • Uline, C. L., Tschannen-Moran, M., & Wolsey, T. D. (2009). The walls still speak: The stories occupants tell. Journal of Educational Administration, 47, 400–426.

    Article  Google Scholar 

  • Wagner, T. (1993). Systematic change: Rethinking the purpose of school. Educational Leadership, 51(1), 24–28. 

  • Woolner, P., Clark, J., Laing, K., Thomas, U., & Tiplady, L. (2012). Changing spaces: preparing students and teachers for a new learning environment. Children, Youth and Environments, 22(1), 52–74.

    Article  Google Scholar 

  • Woolner, P., Clark, J., Laing, K., Thomas, U., & Tiplady, L. (2014). A school tries to change: How leaders and teachers understand changes to space and practices in a UK secondary school. Improving Schools, 17(2), 148–162. https://doi.org/10.1177/1365480214537931

    Article  Google Scholar 

  • Woolner, P., Thomas, U., & Tiplady, L. (2018). Structural change from physical foundations: The role of the environment in enacting school change. Journal of Educational Change, 19, 223–242. https://doi.org/10.1007/s10833-018-9317-4

    Article  Google Scholar 

Download references

Funding

The author, Raechel French, is supported by an Australian Government Research Training Program Scholarship. The Innovative Learning Environments and Teacher Change project is supported by the Australian Research Council’s Linkage Projects funding scheme [LP150100022].

Author information

Authors and Affiliations

  1. Graduate School of Education, University of Melbourne, Melbourne, Australia

    Raechel French, Marian Mahat & Wesley Imms

  2. Faculty of Architecture, Building, and Planning, University of Melbourne, Melbourne, Australia

    Thomas Kvan

Authors
  1. Raechel French
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Marian Mahat
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Thomas Kvan
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Wesley Imms
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Raechel French.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

French, R., Mahat, M., Kvan, T. et al. Viewing the transition to innovative learning environments through the lens of the burke-litwin model for organizational performance and change. J Educ Change 23, 115–130 (2022). https://doi.org/10.1007/s10833-021-09431-5

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10833-021-09431-5

Keywords

Search

Navigation