Educational infrastructures and organisational memory: Observations from a Swedish perspective

2018 ◽  
Vol 21 (3) ◽  
pp. 255-268 ◽  
Author(s):  
Daniel Nordholm ◽  
Mette Liljenberg
Keyword(s):  
Theoretical Concept ◽  
Organisational Learning ◽  
Organisational Memory ◽  
Types Of Knowledge ◽  
Local Schools ◽  
Local Municipality ◽  
Organisational Routines ◽  
System Improvement ◽  
Using Data ◽  
Successful School

This article focuses on the interplay between the concepts of ‘educational infrastructure’ and ‘organisational memory’. Using data from collaboration between a Swedish university and a local municipality, the article draws attention to the interplay between three nation-wide improvement programmes and their educational infrastructures, and the knowledge developed and stored in the local schools. The data analysis is supported by the theoretical concept of organisational memory built up by ‘soft’ and ‘hard’ forms of knowledge. The findings show that primarily soft types of knowledge were developed and stored in organisational memory in the local schools. The programmes, therefore, became highly dependent on leaders’ and teachers’ personal knowledge and commitment, in-job training, imitation and socialisation. Regarding hard types of knowledge, for example, clear guidelines, organisational routines, processes and roles for improvement work, the programmes and their infrastructures were, generally, less supportive. These findings illuminate the importance of an organisational learning perspective in successful school system improvement.

Young mentors’ relationship capacity: Parent–child connectedness, attitudes toward mentees, empathy, and perceived match quality

2017 ◽  
Vol 36 (2) ◽  
pp. 642-658 ◽  
Author(s):  
Jennifer L. Doty ◽  
Lindsey M. Weiler ◽  
Christopher J. Mehus ◽  
Barbara J. McMorris
Keyword(s):  
Youth Development ◽  
Current Knowledge ◽  
Theoretical Concept ◽  
Mentoring Relationships ◽  
Match Quality ◽  
Relational Capacity ◽  
School Based Mentoring ◽  
Using Data ◽  
The Relationship ◽  
Parent Child

Because the responsibility of developing strong connections to mentees often depends on mentors themselves, examining mentor qualities and relational capacity may identify malleable factors—or potential points of intervention—to improve perceived match quality. Relational capacity has been proposed as a theoretical concept for understanding how mentors’ previous experience, characteristics, and skills relate to mentoring quality. Our conceptual model posited that parent–child relationships build young mentors’ relational capacity for successful mentoring relationships. Using data from young mentors age 15–26 participating in the Big Brothers/Big Sisters school-based mentoring program ( n = 155), this study extends current knowledge by examining potential mediators of the relationship between young mentors’ perceived parent–child connectedness and perceived match quality. Attitudes toward mentees and empathy skills mediated the relationship between parent–child connectedness and perceived match quality. Findings suggest that parent–child connectedness contributes to attitudes and skills that may strengthen perceived match quality. From a positive youth development perspective, young mentors with low relational capacity may require support to ensure high-quality matches.

Interpersonal Trust and Knowledge Seeking in China

2020 ◽  
pp. 127-147
Author(s):  
Michael J. Zhang
Keyword(s):  
Tacit Knowledge ◽  
Explicit Knowledge ◽  
Interpersonal Trust ◽  
Future Research ◽  
Research And Practice ◽  
Mba Students ◽  
Types Of Knowledge ◽  
Different Types ◽  
Using Data ◽  
Knowledge Seeking

In this chapter, a study that investigated the roles of interpersonal trust in knowledge seeking in China is presented. Specifically, the study examined and tested the effects of two distinct types of interpersonal trust (cognition-based and sincerity-based) on Chinese employees' willingness to seeking two different types of knowledge (explicit and tacit). Using data from a survey of 243 Chinese MBA students at two universities in China, the study found both types of interpersonal trust positively related to explicit knowledge seeking as well as tacit knowledge seeking. The study also found that cognition-based trust had a stronger relationship with seeking of both explicit and tacit knowledge than sincerity-based trust. Implications for future research and practice are discussed.

scholarly journals Validation of a Lean Smart Maintenance Maturity Model

2020 ◽  
Vol 14 (3) ◽  
pp. 296-302
Author(s):  
Hans Thomas Maier ◽  
Oliver Schmiedbauer ◽  
Hubert Biedermann
Keyword(s):  
Asset Management ◽  
Continuous Production ◽  
Maturity Model ◽  
Business Environments ◽  
Different Types ◽  
System Improvement ◽  
Production Research ◽  
New Perspective ◽  
Using Data ◽  
Management Domains

Rising complexity in industrial asset and maintenance management due to more volatile business environments and megatrends like Industry 4.0 has led to the need for a new perspective on these management domains. The Lean Smart Maintenance (LSM) philosophy, which focuses on both the efficient (lean) and the learning (smart) organization was introduced during the past few years, and a corresponding maturity model (MM) has been developed to guide organizations on their way to asset and maintenance excellence. This paper discusses use cases, in which the usability and the generic aspect of the LSM MM are validated by using data from three different asset management assessment projects in organizations with different types of production. Research results show that the LSM MM can be used as a basis for management system improvement, independent of production types such as one-of-a-kind industry, mass production and continuous production.

Identifying the Urban: Resident Perceptions of Community Character and Local Institutions in Eight Metropolitan Areas

2018 ◽  
Vol 17 (3) ◽  
pp. 858-882 ◽  
Author(s):  
Chase M. Billingham ◽  
Shelley McDonough Kimelberg
Keyword(s):  
Regression Models ◽  
Metropolitan Areas ◽  
Central City ◽  
The United States ◽  
Urban Resident ◽  
Local Institutions ◽  
Logistic Regression Models ◽  
Resident Perceptions ◽  
Local Schools ◽  
Using Data

What does the term “urban” signify as a descriptor of contemporary communities in the United States? We investigate this question using data from the Soul of the Community survey, examining how people within eight metropolitan areas characterize their communities. A substantial disjunction exists between where within their regions respondents live and how they describe those areas. Many central–city residents label their communities “suburban” or “rural,” while many outlying residents label their communities “urban.” We contend that people's experiences with important local institutions—specifically, local schools and the local public safety apparatus—shape their understanding of their communities. Logistic regression models support this contention. Controlling for where within their regions respondents live, they are more likely to label their communities “urban” if they perceive local schools to be low in quality and their neighborhoods to be unsafe. Notably, these effects are not consistent across racial and ethnic groups.

To Ask or Not to Ask

2018 ◽  
Vol 14 (1) ◽  
pp. 71-86 ◽  
Author(s):  
Michael Jijin Zhang ◽  
Honghua Chen
Keyword(s):  
Tacit Knowledge ◽  
Explicit Knowledge ◽  
Interpersonal Trust ◽  
Future Research ◽  
Chinese Firms ◽  
Research And Practice ◽  
Types Of Knowledge ◽  
Different Types ◽  
Using Data ◽  
Knowledge Seeking

This article looks to investigate the roles of interpersonal trust in knowledge seeking. Specifically, the article examines and tests the effects of two distinct types of interpersonal trust (affect-based trust and cognition-based trust) on willingness to seek two different types of knowledge (explicit and tacit). Using data from a survey of 143 employees from Chinese firms, the article found that both types of interpersonal trust positively related to explicit knowledge seeking, as well as tacit knowledge seeking. The article also found that cognition-based trust had a stronger relationship with seeking of both explicit and tacit knowledge than affect-based trust. Implications for future research and practice are discussed.

scholarly journals Meta-Learning: Concept Analysis

2020 ◽  
Vol 45 ◽  
pp. 184-202
Author(s):  
Jovita Matulaitienė ◽  
Lina Kaminskienė
Keyword(s):  
Self Regulation ◽  
Theoretical Concept ◽  
Self Control ◽  
Self Awareness ◽  
Self Directed Learning ◽  
Scientific Publications ◽  
Concept Model ◽  
Meta Learning ◽  
Optimal Learning Environment ◽  
Using Data

Meta-learning, a contemporary learning paradigm, will be analysed in this article. This study aims to analyse and conceptualize the definition of metalearning, to provide evidence for the application of metalearning to learning, and to single out and name the features that allow the development of metalearning in the context of self-directed learning. To reach this goal, the concept model of Walker and Avant, involving a theoretical analysis of the concept, was selected. To reveal the theoretical concept of metalearning, the analysis of scientific publications of Lithuanian and foreign authors in the field of education and training was performed, using data collection and data analysis methods. The analysis of the concept of metalearning allows us to state that metalearning is not possible without self-regulation (self-control, self-awareness, self-reflection), reflection, independence and responsibility. Metalearning competence includes the intrinsic motivation and conscious cognitive activities of the learner; it seeks to understand and manage their thinking processes, it understands memory processes, selects the best learning methods according to the existing conditions and circumstances, organizes an optimal learning environment in the learner community, and, finally, directs the learner toward a positive experience in the process. Metalearning is complex learning that includes the integration, selection, and application of individual needs, opportunities, and teaching strategies. It emphasizes successful, perceptual learning, the application and continuous pursuit of existing knowledge, personal qualities, self-motivation, and reflection.According to Mylona (2012), the weakness and lack of empirical research on meta-learning is a consequence of the lack of focus on existing systems to clearly define all constructs that would be more actively involved in meta-learning and help overcome emerging learning challenges.

Knowledge Management and the Organisational Learning

2012 ◽  
pp. 453-471
Author(s):  
António Amaral ◽  
Madalena Araújo
Keyword(s):  
Knowledge Management ◽  
Organisational Learning ◽  
Lessons Learned ◽  
Organisational Routines

Our proposal is aimed at creating an organisational framework for managing the knowledge produced, as well as incorporating the lessons learned in the daily organisational routines. The purpose is to better respond to the problems that may occur and therefore, strategically realign the organisation towards efficiency and results improvement.

Current Trends in Human Capital Formation

2020 ◽  
pp. 73-99
Author(s):  
Ayansola Olatunji Ayandibu ◽  
Lawrence Abiwu
Keyword(s):  
Economic Growth ◽  
Human Capital ◽  
Empirical Studies ◽  
Capital Formation ◽  
Organisational Learning ◽  
Sustainable Competitive Advantage ◽  
Human Capital Formation ◽  
Collective Knowledge ◽  
Current Trends ◽  
Organisational Routines

This chapter explores the trends in human capital formation towards building sustainable organisations. A literature review approach was adopted to investigate HR practices which contribute to human capital formation, the contribution of human capital, as well as the barriers to human capital formation and theories of human capital formation. Human capital has been conceptualized as the collective knowledge that is embedded in the personnel, organisational routines, and network relationships of an organisation. It was found that many countries such as China, Russia, India, and Brazil are experiencing economic growth because of the investment in their human capital formation. The review of empirical studies showed that human capital has been considered as a firm's strategic resource for sustainable competitive advantage. This chapter submits that to prevent loss of human capital, it is important for organisations to create an environment and culture that will foster or encourage individual and organisational learning.

Building and leading a learning culture among teachers

2016 ◽  
Vol 45 (1) ◽  
pp. 101-122 ◽  
Author(s):  
Qian Haiyan ◽  
Allan Walker ◽  
Yang Xiaowei
Keyword(s):  
Teacher Learning ◽  
Qualitative Case Study ◽  
School Leaders ◽  
Learning Culture ◽  
Working Lives ◽  
Learning Cultures ◽  
Learning Conditions ◽  
Using Data ◽  
Successful School

A positive teacher learning culture is important to effect meaningful changes in schools. Literature has established that successful school leaders can build and nurture learning cultures among teachers. However, less is known about how school leaders can shape the culture and make learning conditions happen at the schools in the Chinese education context. This paper reports an in-depth qualitative case study of a primary school in Shanghai. Using data collected from the principal, vice principal, mid-level leaders and teachers, the study attempts to answer these two questions: how do the school leaders build and nurture a positive teacher learning culture, and how does this culture affect teachers’ working lives?

Sign in / Sign up

Export Citation Format

Share Document