2 From Barriers to Breakthroughs: Student Experiences of the RRU Learning Model
2 From Barriers to Breakthroughs: Student Experiences of the RRU Learning Model
Jennifer Walinga
Director
School of Communication and Culture
Royal Roads University
Brigitte Harris
Director
School of Leadership Studies
Royal Roads University
Abstract
This narrative inquiry examines students’ stories of transformative learning. The paper describes the constructivist, social constructionist, and transdisciplinary theoretical roots of Royal Roads University’s Learning and Teaching Model. It also reviews the literature on transformative learning, stages of change, change readiness, and transformative change facilitation models. Five hundred and sixty students in the Master of Arts in Educational Leadership and Management (MAELM), Master of Arts in Professional Communication (MAPC), Master of Arts in Intercultural and International Communication (MAIIC), and Master of Arts in Leadership (MAL) programs were invited to participate in an anonymous survey to elicit their perceptions and stories. We received 94 responses, which were analysed for themes and insights into the meaning-making processes. Eight stages of transformative learning were identified: (1) a disorienting dilemma, (2) a threat or challenge which presented an opportunity to reflect, (3) a conscious choice to reflect and problem solve, (4) questioning of assumptions, (5) releasing old ways of knowing, (6) reaching a new level of consciousness or insight, (7) feelings of satisfaction and freedom and/or sadness, and (8) enduring change. Students experienced disequilibrium as a result of struggling to make meaning of an unfamiliar learning environment that deliberately fosters questioning of assumptions. This struggle triggered deep learning and, ultimately, transformation, as predicted in the literature. For our participants, however, the reward was in the new consciousness. This study both affirms the utility of transformative learning and helps us to better understand the student experience. This increased understanding will allow us to better support students on their learning journey.
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Introduction and Overview
Royal Roads University (RRU)’s Learning and Teaching Model (LTM) describes educational practices and program design features that promote transformational learning. While institutions or programs may support some elements of the Model, the process by which they were identified and drafted into a statement that both espouses and guides the University’s teaching and learning approach is, to our knowledge, unique in a higher education setting. A dean and two faculty members set out to capture what made RRU’s learning and teaching approach distinctive, and engaged in successive discussions with faculty and staff members to deepen their understanding and ensure they captured learning practices across the University. The resulting document, Royal Roads University Learning and Teaching Model (Hamilton, Márquez, & Agger-Gupta, 2013), was vetted by faculty again before it was finalized. T