What is (will be) the focus here regarding curriculum outcomes, outcomes assessment, skill sets, and professional certification? It seems to me that there are at least two forms of learning outcome here – implicit “discovery” models that encourage and facilitate students’ ability to undertake open-ended personal searches, and explicit (“satisfy the gatekeeper”) outcomes that meter out graduates subject to and capable of passing institutional review to enter business, medicine, law, and other professions. Are we talking about both? Are they mutually exclusive? We should hope not.

Cathy wrote regarding the goal of the definition:
“,,,to lay the emphasis on the human as opposed to the classical definitions of “institutions” that lay emphasis on rules of order, protocols, histories, codes of conduct, and explicitly non-human regulatory factors that attempt to maintain the unchanging, static, fixed, and dominating aspects of “institution” as opposed to behavior of individuals within the institutions.

Could it be that the closer one looks at even classical institutions the more they contain the features of mobilizing networks? That is, protocols and rules of conduct etc. may be developed within the competing political cultures in these classical institutions, and that change has its own dynamic? Thus it could be that all institutions are to some degree mobilizing networks, and the goal of this network is maximize mobilization (rather than minimize or adjudicate it as in classical institutions).