The intricacies of academic personal mastery and systems thinking in the reflections of university staff involved in teaching
The intricacies of academic personal mastery and systems thinking in the reflections of university staff involved in teaching

Summary/Abstract: The aim of this article is to present the results of research on the reflections of academic teachers and administrative staff involved in teaching on their experiences of participating in an employee competence development project. The research was conducted based on Peter Senge's theoretical approach. Selected assumptions of his philosophy of organisational change and the model of a learning organisation formed the basis for distinguishing research categories. The analysis and interpretation of the research material obtained from 14 semi-open-ended in-depth individual interviews and their contexts led to the following conclusions: programmes that provide space for in-depth reflection on individual and collective professional functioning were perceived as contributing to increased motivation for improving professional skills, strengthening the sense of identity of organisation members and the willingness to engage in university-wide goals.

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