共查询到20条相似文献，搜索用时 31 毫秒
1.
Marco Kools Pierre Gouëdard Bert George Bram Steijn Victor Bekkers Louise Stoll 《European Journal of Education》2019,54(3):426-442
Does the school as a learning organisation affect staff outcomes? This article examines the relationship between the school as a learning organisation and staff job satisfaction and the school's responsiveness to staff needs using a purposefully designed “Schools as Learning Organisations Survey” completed as part of an OECD study in Wales. A positive and significant relationship is found between the school as a learning organisation and both job satisfaction of staff—that is school leaders, teachers and teaching support staff—and the school's responsiveness to staff needs. The article proposes ways of realising these outcomes and identifies areas for further research. Policy makers, school staff and other stakeholders in education and other public sectors internationally can use these findings as supporting evidence in recommending people to develop their organisations into learning organisations, given the potential benefits for employees and the organisation at large. 相似文献
2.
Globally, school systems are pressed to engage in large-scale school improvement. In the United States and other countries, school district central offices and other local governing agencies often engage with external organizations and individuals to support such educational change efforts. However, initiatives with external partners are not always productive. We draw on the idea of absorptive capacity to present a conceptual framework for understanding when and under what conditions partnerships are likely to foster district learning and support change efforts. We contend that prior knowledge, communication pathways, strategic knowledge leadership, and resources to partner are preconditions for a district central office’s absorptive capacity, and we identify the features of the external partner that likely matter for productive partnering. We argue that the relationship between district absorptive capacity and features of the partner is mediated by the nature of the interactions between district and partner, with likely consequences for organizational learning outcomes. For researchers, this framework serves as a tool for understanding how a district central office can learn from an external partner for educational improvement efforts. For school district leaders and external partners, this framework provides a structure for thinking strategically about when and under what conditions a partnership is likely to be productive. 相似文献
3.
《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
4.
AbstractAs the Professional Learning Community (PLC) process becomes embedded within schools, the level of district support has a direct impact on whether schools have the ability to re-culture and sustain highly effective collaborative practices. The purpose of this article is to share a professional learning community conceptual framework from the US, and to highlight recent findings relating to district level support for the PLC process in schools. The professional learning community conceptual model is organized around five dimensions: shared and supportive leadership, shared values and vision, collaborative learning and application, shared personal practice, and supportive conditions. The overarching question guiding this qualitative research study is: How do school district personnel (central office staff) support schools in the professional learning community process? Findings reveal the importance of transformative and proactive district involvement, and the use of transparency, trust, accountability, and autonomy in school re-culturing. It was also found that developing leadership capacity, embedding professional development, and focusing the culture on student success were critically important. As districts provide support for the PLC dimensions and themes, school leaders will have a foundation of curricular strategies, collaborative skills, and necessary resources to serve teachers and students through continuous school improvement. 相似文献
5.
Fergus O'Sullivan 《School Leadership & Management》2013,33(2):217-230
It has taken some two decades for the concept of the learning organisation to achieve recognition as a powerful way of reengineering for life long learning. During this time, schools have been through a period of very rapid change but, paradoxically, many look less like learning organisations today than they may have before the introduction of the Education Reform Act. This paper examines some of the key ideas behind the learning organisation, explores why the concept is so powerful in contemporary contexts, identifies various types of learning organisations and suggests an analytical technique for relating styles of organisational learning to the environmental context. The paper concludes with an analysis of the implications of learning organisation concepts for schools and school leaders. 相似文献
6.
Olav Eikeland 《Educational Action Research》2013,21(2):267-290
The purpose of this article is to present a specific approach to the practice of action research ‘in complex organisations’. Clearly, there are many approaches to the challenge of doing action research in organisations; approaches that are, and also must be, quite context dependent and specific. But my purpose is neither to give an overview nor a recommendation of how action research is or should be done in complex organisations by different schools of action researchers around the world. The approach I will present has grown through practical experience accumulated over many years with doing action research in many different Norwegian organisations with organisational change and development as the specific objective. I will limit myself to an outline of this Norwegian context, and to how I and others have worked specifically with organisational learning both practically and theoretically within or in relation to a broad Norwegian or Scandinavian approach to action research and organisation development represented by many individuals. 相似文献
7.
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
8.
ABSTRACT While past studies on school district decentralization found that central office leaders can limit school leaders’ decision-making power, the studies did not examine how they do so. We investigated this in eight elementary schools in two large urban school systems with official policies of school site-based decision-making. We found that even though school leaders had legal authority over most instructional decisions, they overwhelmingly made decisions consistent with central office preferences. The question is why. By examining the micro process of interaction between central office and school leaders, we found that central office leaders in both districts used a range of persuasive strategies to influence school-level decisions. Specifically, they linked their suggestions to institutionalized norms, rules, and shared understandings in the district and profession. By doing so, central office leaders pushed against their decentralization policies. Differences in the combination of strategies that central office leaders used and the amount of interaction they had with school leaders led to (a) greater variability in the degree to which school leaders in one district made decisions aligned with central office preferences; and (b) greater feelings of coercion among school leaders in the second. These findings unpack the dynamics among local education leaders as they implement and sometimes alter the rules within policies through their daily practice. 相似文献
9.
Peter Andrews Acting Head of English 《School Leadership & Management》2013,33(4):303-312
This article reviews the evidence on the way that schools and school systems find, share and use research in their work, with a particular focus on the role of school and district leaders in increasing the prominence and value of research in their work. It reviews the evidence on the ways in which practitioners in education find and use research and the role of organisation factors in promoting the use of research. The article concludes with a discussion of steps that school and district leaders could take to increase the profile of research in their organisations. 相似文献
10.
This account tells the story of the development of an action learning culture in the BBC between 2002 and 2007. From its early beginnings as a sporadic, unsystematic intervention with a small number of leaders scattered throughout the organisation, action learning has now become embedded in our approach to the way we develop our leaders. In this paper we look at the organisational context in which we were developing action learning, the way it became an integral part of a systemic change intervention, the barriers we had to overcome on the way, how we built an internal resource capability and how action learning evolved. We evaluate the impact it has had on the organisation and on our practice, exploring lessons learned during this time and offering ideas for the way ahead. 相似文献
11.
Paula Protsch 《Journal of Education & Work》2017,30(6):585-598
Employers’ recruitment behaviour in entry labour markets is central for young people’s transitions from school to work. Whereas previous research has focused on the effects of specific applicant characteristics, I concentrate on how organisational characteristics, namely organisation size and private or public sector affiliation, relate to selection decisions in the dual apprenticeship system in Germany which is a major entry labour market. Following organisational and institutional theory, I expect early selection stages to be more open at larger and public organisations in contrast to smaller private organisations. I also investigate how different organisations respond to school grades as applicants’ signals of skills. I use field experiment data combining organisational-level and applicant-level data to analyse how actual employer responses to written applications by fictitious young people vary with organisation type. The results indicate that, net of applicant characteristics and occupation-specific practices, applications are more likely to receive an invitation to a follow-up selection stage if submitted to larger organisations, and especially larger public organisations, rather than to smaller private organisations. This finding extends to applicants with poorer school grades. Public sector affiliation, however, did not seem to matter much within the group of smaller organisations. 相似文献
12.
This study identifies and analyses professional norms as a means of illuminating school cultures and how norms are distributed in the system. Of special interest is the role of school leaders and how they lead, organize and realise school development. The study research question is: What professional norms do school leaders highlight in change efforts? We are also interested in identifying the support mechanisms and obstacles to implementation and norm setting exhibited by school organisations. The case we used explores change processes in the implementation of education for sustainable development at three upper secondary schools in Sweden. It was conducted in three phases, starting with a questionnaire for all teachers and principals. In the second phase, each of the principals was interviewed individually. The third phase used focus groups consisting of the principals that made up the leadership groups. Our results indicate that professional norms are set when principals and teachers experience expectations from each other, from students and from policy documents. There is also a need for well-functioning communication in the organisation to set and disseminate norms. The school principal plays a crucial role in these norm setting processes. By becoming more aware of existing norms in the organisations, and how norms can be changed, this knowledge can support principals in change efforts. 相似文献
13.
Adolfo Sánchez 《Educational Action Research》2013,21(1):109-124
An action research approach called soft systems methodology (SSM) was used to foster organisational learning in a school regarding the role of the learning support department within the school and its relation with the normal teaching‐learning activities. From an initial situation of lack of coordination as well as mutual misunderstanding and distrust among some of the actors in the situation, eight months of work yielded as a result a better working environment among the participants, the creation of a volunteer discussion group functioning on a permanent basis, and a clarification and modification of some of the learning support activities. This change can also be described as learning by learning support staff, school teachers and administrators on how to work together, as well as on how to support children's learning in a better way. Nevertheless, another event that occurred after the intervention shows the importance of considering a wider system than that limited by the participants in the intervention. 相似文献
14.
A number of scholars are exploring district and site relations in organizational change efforts in the larger policy context
of No Child Left Behind. These studies suggest the importance of the central office as a support to the work of reform and
offer strategies for building relations between district offices and sites in order to implement and sustain change efforts.
What is frequently overlooked in these studies is that organizational change efforts are often socially constructed. Therefore,
examining the underlying social networks may provide insight into structures that support or constrain efforts at change.
This exploratory case study uses social network analysis and interviews to examine the communication and knowledge network
structures of central office and site leaders in an ‘in need of improvement’ district facing sanctions under No Child Left
Behind. Findings indicate sparse ties among and between school site and central office administrators, as well as a centralized
network structure that may constrain the exchange of complex information and ultimately inhibit efforts at change. 相似文献
15.
Paul Ashwin 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):221-231
Peer learning can be implemented by individual teachers within an organisation or can be implemented across an organisation by a central implementer. In this article, it is argued that the types of approach required in these two forms of implementation are very different and whilst the former is dealt with in the literature on peer learning, the latter has been largely unconsidered. The article reports how a review of the literature on organisational change was used to develop a model of how to implement peer learning across organisations. It describes how this model was used to guide the implementation of peer learning across a UK further education college. The results of a pilot study into the model's effectiveness in this context are reported. These results suggest that the model appeared to be a useful guide to the implementation of peer learning across an organisation and, as such, is worthy of further investigation in other contexts. 相似文献
16.
C.T. Jongmans 《The Journal of Agricultural Education and Extension》2013,19(3):41-50
Abstract This article argues the importance of adopting a “learning to learn” perspective in secondary agricultural education: school organisational development should take place in the perspective of active learning by students. Three factors affecting innovation processes are discussed: school policy-making capacity, school in-service training policy, and professional orientations of teachers. Moreover, a program to support schools for secondary agricultural education while implementing a “learning to learn” approach is presented. The implementation process is tuned to the individual teacher and teacher coaching and in-service training are provided. In this respect, the need for school management and school policy reflecting a clear educational perspective is stressed: fostering the quality of students' independent learning should take a central position on all levels in the school. Therefore, the school organisation as a whole should become a “learning organisation”. 相似文献
17.
Sonya D. Hayes 《Mentoring & Tutoring: Partnership in Learning》2019,27(2):190-212
Mentoring is an established method of supporting principals as they begin their careers; however, early studies focus on how a veteran principal supports a novice principal in acquiring the skills to manage the school. As the role of a principal has evolved from a building manager to a leader of learning, the role of mentoring has also evolved. The purpose of this study was to explore the mentoring experiences of novice principals and their mentors in a school district’s mentoring program, and how developmental mentoring relationships support novice principals to be leaders of learning. The ?ndings suggest that a strong mentoring relationship can support a novice principal in developing skills to be a leader of learning by clarifying the mentor’s role as a leader of learning, focusing mentoring sessions to build the mentee’s capacity as a leader of learning, and a commitment to mentoring sessions that support teaching and learning. 相似文献
18.
《Journal of Education for Students Placed at Risk》2013,18(3):303-304
This case study describes how an urban school system evolved to support an externally developed and externally introduced whole-school reform (WSR) effort. Based on interview data with school district staff and external partners, it analyzes a central office reorganization that placed all schools implementing a combination of Direct Instruction (DI) and Core Knowledge (CK) reforms into one administrative area under a single area executive officer (instead of within their geographic administrative areas). It addresses how the creation of a DI Area grouping all DI/CK schools together facilitated the continued implementation of the reform models, as well as problems perceived with the new central office arrangement. Although limited by reliance on qualitative school-level data from the early years of the reform's implementation, this study's conclusions contribute to the small but growing research literature on the role of school systems-and, in particular, central office administrators-in creating supportive structures for WSR to achieve the best possible student achievement results. 相似文献
19.
《Journal of Vocational Education & Training》2012,64(2):117-130
Abstract The turbulence confronting educational Institutions In the United Kingdom has led to the suggestion that any attempt to respond using established management principles and processes is likely to be dysfunctional. Total quality management (TQM) has been advanced as a strategy that will enable educational institutions adapt to the greater market orientation and transform them into learning organisations. The paper identifies the key principles of TQM, critically reviewing the literature that examines their application in education and focusing on the post‐compulsory sector. Secondly, selected linkages between the key principles and other approaches to the study of organisational behaviour, including aspects of open systems theory, leadership, teamworking, training and staff development, and organisational culture, are examined. The concept of the learning organisation is outlined and its relationship with TQM examined. The paper concludes that TQM treats organisational change issues in educational institutions and the concept of the learning organisation as unproblematic, Ignoring Issues of power, authority, resistance to change and double‐loop learning. 相似文献
20.
Francis M. Duffy 《The Educational forum》2013,77(4):313-324
Piecemeal change to improve schooling is an approach that at its worst does more harm than good, and at its best is limited to creating pockets of good within school districts. When it comes to improving schooling in a district, however, creating pockets of good isn't good enough. Whole school systems need to be improved. This article focuses on helping educators learn how to transform entire school systems to create unparalleled opportunities to improve student, faculty and staff, and system learning, and presents a set of principles to help change leaders in school systems navigate large-scale, district-wide change to create these multiple learning opportunities. 相似文献