共查询到20条相似文献，搜索用时 46 毫秒
1.
Alison Fuller Susan Halford Kate Lyle Rebecca Taylor Anne-Charlotte Teglborg 《Journal of Education & Work》2018,31(3):219-233
Innovation occupies a pivotal place in our understanding of knowledge-based economies, and this is raising questions about sources of innovation, how it originates, and the role played by employees, work practices and learning. This paper explores these issues through case study research into a new approach to providing healthcare for homeless people in England, and by bringing together conceptual insights from the employee-driven innovation literature, and more broadly from social and practice-based learning theory and organisational theory. Applying these perspectives to our case enables illumination of the innovation as a process – not an event – and as an ongoing set of organisational practices that transcend their origins. Through our analysis we argue that the notion of ‘a cause’ is helpful in elucidating the impetus and the commitment to making the innovation happen (and go on happening). Our findings are presented under three themes: ‘establishing a cause’, ‘organising for innovation’, and ‘innovative capability in practice’. Building on these, we have identified five key inter-related dimensions which help conceptualise the work and learning that it took to create and (re-)enact the innovation and that we suggest may have relevance for understanding and characterising other employee-led innovations in and perhaps beyond healthcare. 相似文献
2.
This article sets out to argue that organisations can learn but that they cannot do so in their own right without infrastructural
support. This article further examines the notion that individuals in organisations also require the cognitive participation
of the organisation itself as a learning entity to learn. The close reliance and affiliation required between individuals
and organisations to enable their learning from one another are discussed. In continuation of this, specific examples are
provided through the industry sector of information systems development (ISD) projects to illustrate of how organisations
can learn. Finally, the question of how one identifies organisational learning is analysed. Following on from the ISD and
its use in the analogy of organisational learning, the article discusses an organisational empirical research project currently
being undertaken by the authors, which utilises blogs. Though there are many potential organisational learning connotations
associated with blogs, they could be perceived as a type of information system. The ongoing research being undertaken with
the company using the blogs will attempt to identify indicators of learning at the individual, group and organisational levels.
The significance of the issues explored in this article lies in the fact that it addresses an ISD approach to study how an
organisation learns, and why this perspective is useful towards understanding the process of organisational learning. This
article contributes to the organisational learning debate through an illustrative industry example of ISD projects. In doing
so, we wish to argue that though individual learning can occur in ISD projects, the collective nature of projects primarily
engenders the interpretive aspect of organisational learning. We further believe that it is the interactive nature of an ISD
project that allows an organisation to learn in tandem with project members as exemplified through the stages of a project
life cycle. We feel that this article contributes to the ISD and organisational learning literature in terms of linking both
concepts together. 相似文献
3.
4.
Peggy P. Chen Sarah M. Bonner 《Assessment in Education: Principles, Policy & Practice》2020,27(4):373-393
ABSTRACT We present a conceptual framework that leverages synergies between classroom assessment (CA) practices and self-regulated learning (SRL) theory to support academic growth and instruction. We articulate the processes shared by CA and SRL, drawing on a model of SRL with three phases: forethought, performance, and self-reflection. We blend this SRL model with CA to create the CA:SRL framework in four stages: (1) pre-assessment, (2) the cycle of learning, doing, and assessing, (3) formal assessment, and (4) summarizing assessment evidence. We elucidate how SRL processes are involved at each stage and can be drawn on to support learning development and teacher understanding and co-regulation of learning. This framework is important in that it depicts how assessment and learning processes interact dynamically for both teachers and students in classrooms, and demonstrates that such interactions encompass the full breadth of purposes in CA, from planning through summation of evidence. 相似文献
5.
Despite the growing interest in digital game-based learning (DGBL), there has been a lack of attention paid to the effects of individual differences, such as gaming flow experience and gender differences, in a reward-based achievement system. To this end, this study developed an achievement system with a reward mechanism to facilitate English learning. This study investigated how individuals’ gaming flow experience levels affected their levels of learning motivation, and whether any gender differences existed in gaming flow experience and learning motivation while engaging in the achievement system. The results showed that gaming flow experience significantly predicted learning motivation, whereby the students with high gaming flow experience were six times more likely to have high learning motivation than those with low gaming flow experience. Subsequent analysis showed that the female students had significantly higher gaming flow than the male students, but the male and female students showed similar learning motivation. Furthermore, the results indicated that the male students achieved more interactive rewards than the female students, but no significant differences were found in the male and female students’ achievement of other types of rewards. Based on these findings, the authors contribute to the literature by developing a framework which can be applied to support designers to accommodate individual differences in DGBL. 相似文献
6.
George Boak 《Action Learning: Research and Practice》2016,13(2):101-117
This paper is based on a study of learning processes within 35 healthcare therapy teams that took action to improve their services. The published research on team learning is introduced, and the paper suggests it is an activity that has similarities with action research and with those forms of action learning where teams address collective problems to enhance organisational performance. The paper proposes factors within the teams and in the teams’ environments that enabled team learning, in particular, within the team, the behaviours of team leaders to encourage learning, communication, planning, action and review, and in the teams’ environments, the behaviour of senior managers and other stakeholders in positions of authority, access to effective information systems, and the availability of a modest amount of resource to enable team learning. 相似文献
7.
Facilitating expansive learning in a public sector organization 总被引：1，自引：1，他引：0
Maria Gustavsson 《Studies in Continuing Education》2013,35(3):245-259
The aim of this article is to discuss how learning opportunities can be organized to promote expansive learning in work practice. The discussion draws on results from a case study examining local development work and conditions that facilitate processes of expansive learning in a work team within a public sector organization in a Swedish municipality. An interactive research design was used. Data were collected over almost four years through individual and group interviews with 12 workers in a work team and their three managers. In addition data were collected through observations of team meetings. The findings demonstrate that work can be organized as a learning environment to facilitate expansive learning even in a resource-limited public sector organization. Furthermore, patterns of expansive learning were evident in the work team's new work activities and new relationships in the organization. The findings also demonstrate the need to support managers in developing a role to facilitate expansive learning. However, the need for and extent of external support for promoting expansive learning in practice vary in different situations and stages during the development work. 相似文献
8.
《Africa Education Review》2013,10(2):380-394
Abstract This article looks at how the application of the concept of a ‘learning organisation’ can be used at a specific organisation in South Africa to change the work performance of its employees. We do this by exploring different theories, models and definitions of organisational learning, learning organisation, organisational knowledge and knowledge management in the field, and against this background examine the perceptions of employees at a South African Organisation. The article underpins this approach by uniquely balancing conceptual rigour with practical experiences of employees at this institution. The view is taken that organisations are living systems that have the capacity to renew themselves by continuously reflecting on their practices and thereby create new knowledge, share and leverage it. Knowledge acquisition and sharing is closely linked to the core values of the organisation in order to achieve business competitiveness, set goals, efficiency, and overall strategic success. The purpose of this article is to understand how an organisation's training department could use the concept of a learning organisation within the South African context to sustain change. To achieve this objective we (the researchers) used a qualitative research paradigm. A phenomenological design presented the research with opportunities to analyse, interpret, and describe the perceptions, feelings and experiences of the participants at the organisation. Eight semi-structured individual interviews provided data for the purposes of this research. The data was analysed to identify categories, themes and sub-themes. The five main themes discussed are organisational learning, organisational culture, organisational change, globalisation and knowledge management and these were linked to the theory of learning organisations and were based on the findings. 相似文献
9.
This article describes an example of how action learning was used as a framework for an organisational intervention to fundamentally change the organisational culture over a period of time. It also identifies our learning over that period of time and what worked well (and not so well) in an International Non-Governmental Organisation in Nepal. 相似文献
10.
This conceptual framework proposes a multi-level, multi-dimensional course alignment model to implement a contextualised constructive alignment of rubric design that authentically evidences and assesses learning outcomes. By embedding quality control mechanisms at each level for each dimension, this model facilitates the development of an aligned curriculum. The use of rubrics is a crucial theme for many higher education institutions owing to the binding requirement by universities to provide evidence to quality assurance agencies. The success of evidencing learning outcomes through rubrics, however, is only one piece of the puzzle. The other is the contextualised constructive alignment of intertwined factors. Despite the significance of embedding these factors, there has been little, if any, systematic framework in this area. The two key instrumental forces underpinning the conception of this model are: seeking external accreditation and the implementation of programme enhancement thus realising the strategic agenda for an Australian university. 相似文献
11.
Ulpukka Isopahkala-Bouret 《Studies in Continuing Education》2013,35(1):69-84
The purpose of this study is to investigate the nature of learning in work role transitions from specialist roles to managerial roles in a context of a large international technology organisation. Prior theorisation of learning in role transitions has been based on quantitative, psychologically-oriented studies prescribing different role and personal attributes related to work adjustment. Personal experiences have received only a superficial or instrumental part in most of the preceding studies. Therefore, this study draws upon a transformative learning theory to outline an interpretative framework and focuses on in-depth, narrative analysis of a small number of role transition experiences. As a result, the study reveals how first-time project managers and team leaders wonder about their abilities and actions; compare ‘self’ with role models; and become aware of the power aspect of managerial roles. Such reflection eventually leads to a perspective transformation regarding ‘self’ and new roles. However, it also involves adaptation to the prevailing organisational norms, values, and leadership ideals. The study will add to our understanding of learning in transitions and inform those working in the human resource development or otherwise involved in the organisational transfer processes. Moreover, it reminds that perspective transformations should not be taken innocently as examples of ‘empowerment’, but critically concern why transformative learning is encouraged at work nowadays and what purposes it serves. 相似文献
12.
Linda Rappel 《International Journal of Lifelong Education》2017,36(5):541-550
This paper reviews the literature on workplace and transformational learning to explore how spirituality can be accessed to encourage individual growth through the development of critical awareness while providing a sense of direction in the workplace as part of organisational learning. In communities and societies where organisations may have replaced religious institutions as centres for adult learning, the workplace continues to respond to the universal need for community and support. These elements are related to spiritual values. Still, leaders of organisations need to consider values that underlie typical workplace activities and recognise how collective engagement and workplace interactions direct personal development and ground identity. Providing opportunities to reflect on meaning and direction at work supports a transformative approach to learning and leadership that promotes cooperative working conditions, conscious behaviour and informed citizenship through encouraging attitudes of critical awareness, praxis and collective engagement in workplace interaction. 相似文献
13.
Denise O’Leary Paul Coughlan Clare Rigg David Coghlan 《Action Learning: Research and Practice》2017,14(1):3-17
Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to the theory of action learning is to extend the range of learning practices to include the case study within the NAL set. It discusses how case studies act as boundary objects, which are artefacts that can be used to cross boundaries between groups in order to facilitate learning that might not otherwise occur. 相似文献
14.
Personal epistemology and relational pedagogy in early childhood teacher education programs 总被引：1，自引：1，他引：1
Joanne Brownlee Donna Berthelsen 《Early Years: An International Journal of Research and Development》2006,26(1):17-29
Over the last decade, research related to personal epistemological beliefs has offered insight into how to promote effective teaching and learning across educational settings. Personal epistemological beliefs reflect an individual's views about what knowledge is, how knowledge is gained, and the degree of certainty with which knowledge can be held. However, there has been no research that specifically investigates the relationship between such epistemological beliefs and early childhood practice. This paper draws together current research findings on epistemological beliefs and tertiary learning to provide a conceptual framework which can be used in early childhood teacher education programs to provide a basis for investigating early childhood teachers' understanding about their own learning and how they use this knowledge in their practice. 相似文献
15.
This integrative literature review synthesizes the concepts and process of organizational knowledge creation with theories of individual learning. The knowledge conversion concept (Nonaka & Takeuchi, 1995; Nonaka, Toyama, & Byosière, 2001) is used as the basis of the organizational knowledge creation process, while major learning theories relevant to working adult learners are newly synthesized into four types of individual learning processes: adaptive, generative, transformative, and reflective. The results suggest an integrative conceptual flow map of individual and organizational learning facilitated by culture and management system enablers. Implications for using this conceptual framework for practicing performance technology solutions are also discussed. 相似文献
16.
Pauline Joyce 《Action Learning: Research and Practice》2012,9(1):29-36
This paper reflects on how action learning sets (ALSs) were used to support organisational change initiatives. It sets the scene with contextualising the inclusion of change projects in a masters programme. Action learning is understood to be a dynamic process where a team meets regularly to help individual members address issues through a highly structured, facilitated team process of reflection and action. The key findings from the evaluation of the students and facilitators’ experiences are reflected on, together with plans for improving the experience for all stakeholders for the next academic year. In sharing this experience, the purpose of the paper is to highlight the most significant learning from the evaluation. Good preparation for action learning is vital to ensure a positive experience for all involved. From the student perspective, an appropriate learning set mix is needed to ensure a balance of support and challenge for the ALS. In addition to a preparatory workshop for action learning facilitators, regular meetings with the action learning facilitators in the form of ALSs could be scheduled as a support especially for those new to the process. Finally, it is hoped that this account will encourage readers to use action learning for supporting and engaging students in organisational change initiatives. 相似文献
17.
《International Journal of Research & Method in Education》2013,36(3):268-278
Within Higher Education, current changes in levels of funding available and the increasingly diverse profiles of students participating have placed a greater emphasis on the need for institutions to provide more ‘flexible methods’ of delivery. In addition to traditional face-to-face, collaborative environments, the widespread use of information and communication technologies allows individuals around the globe to participate in collaborative learning. Dillenbourg emphasizes the need to differentiate the ‘notion of culture’ in the context of intercultural group learning, with that of developing a common ground or ‘micro-culture’ through which to successfully interact. The importance of building a micro-culture is echoed by Ashcraft and Treadwell, as the basis for successful collaborative learning. This article highlights the experiences of a university based, intercultural, mixed methods research project at Master's degree level, where student researchers with diverse backgrounds, worked collaboratively to create a tentative conceptual framework, in order to map research trends at the 2010 American Educational Research Association conference. This article suggests that collaborative learning in intercultural groups, rather than benefiting from one approach over another, can actually be enhanced by the combining of methods, resulting in a deeper learning experience for those participating. Furthermore, in the initial stages of negotiating and re-negotiating collective understandings and meaning, face-to-face collaboration can provide a basis for deeper learning and understanding in subsequent online collaboration, as experienced by the intercultural collective research group, which is the case study of this article. 相似文献
18.
In exploring intricate relationships among environmental factors, internal school conditions and contextual variables that facilitate organisational learning, 90% of staff in six Western Australian secondary schools provided data for this exploratory study. Findings from the study not only shed light on the decade-old debate about the basic momentum for organisational change, but they also help rank-order the sources which initiate change. Additional analyses reveal factors from external environmental and internal school conditions that interact in bringing about organisational learning processes and outcomes in different contextual situations. 相似文献
19.
This paper aims to provide a tentative roadmap for ensuring that higher education policy makers and practitioners are apprised of what might be done to advance a concept of socially just assessment praxis. It extends current thinking around the notion of social justice approaches to assessment by further developing the conceptual framework proposed in McArthur's recent work (2016). It does so by extending understandings of how a socially just perspective might be realised. Drawing upon recent conceptual developments within both Universal Design for Learning (UDL) and Culturally Sustaining Pedagogy (CSP), the paper proposes a typology for praxis and organisational change. Crucially, this typology focuses upon enhancing learning outcomes for all learners, but it is particularly concerned with enhancing educational experiences and learning outcomes for students that have been systematically marginalised by the normative procedural practices that have traditionally informed the nature of supposedly objective assessment. 相似文献
20.
Malcolm Thorburn 《牛津教育评论》2017,43(2):242-254
Interest in progressive education ideas has often been accompanied by advocacy for greater use of interdisciplinary and holistic learning approaches, as these are considered beneficial in conceptual, curriculum, and pedagogical terms. The paper reviews the possibilities for progress on this basis and contextualises the paper around three concurrent watershed moments in Scottish education: the end of the five-year programme implementation phase of a Curriculum for Excellence; the half-century anniversary of comprehensive schooling (1965–2015); and the centennial anniversary of the publication of Democracy in Education by John Dewey. Following a brief outlining of the Scottish policy context, the paper analyses the influence of Dewey on conceptions of curriculum integration and interdisciplinary learning and their connections with curriculum planning, effective pedagogical practices, and whole school reforms. Analysis describes the areas of conceptual clarity required and reviews how exactly versions of interdisciplinary learning might operate in practice. It is argued that the learner-led ideals championed by Dewey can still provide guidance and traction to help ensure that policy and practice gains are more than modest and variable. However, progress is likely to be greatest if school organisational changes accompany alterations to the curriculum and pedagogical culture in schools. 相似文献