Integrating Cultural Perspectives Into Organizational Learning

2019 ◽  
pp. 224-240
Author(s):  
Ruth Gotian
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Transformative Learning ◽  
Learning Organization ◽  
Learning Opportunities ◽  
Active Listening ◽  
Professional Schools ◽  
Culture Of Learning ◽  
Cultural Perspectives ◽  
Open Dialogue

Higher education has a distinct culture. Subsets of this unique culture are found in specific professional schools, including medical, dental, law, and business schools. Just as every person is different, every institution is also distinctive. Regardless of similarities, successful initiatives at one institution may not translate to another institution. To succeed, a culture of learning, open dialogue, and unbiased, active listening must reverberate through every person and level of hierarchy within the organization. This chapter will delve into the hallmarks of a learning organization and provide useful tools to create successful learning organizations at the program, departmental, and organizational levels while simultaneously being open to transformative learning opportunities for its faculty and staff.

On Becoming a Learning Organization

1997 ◽  
Vol 1 (6) ◽  
pp. 5-10 ◽  
Author(s):  
Judy Sorum Brown
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Learning Organization ◽  
Learning Organizations ◽  
Colleges And Universities ◽  
Corporate World

It is a paradox not lost on many in higher education that while the corporate world has embraced organizational learning, higher education lags significantly behind. What would it take for colleges and universities to step up to the challenge of becoming true learning organizations?

A Case Study of Organizational Learning

1991 ◽  
Vol 5 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Christine Tiler ◽  
Michael Gibbons
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Knowledge Base ◽  
Learning Organization ◽  
Small Firms ◽  
Higher Education Institutions ◽  
Knowledge Exchange ◽  
Competitive Performance

The authors set out their view of the firm as a learning organization, outline the objectives of the Teaching Company Scheme, and assess the ways in which it works in practice. They explore how firms are able to use the scheme effectively to tap in to knowledge held within higher-education institutions and so extend their knowledge base and increase their competitive performance. They look also at the potential for expanding the Scheme to operate in different contexts and for different kinds of knowledge-exchange problems. In particular, they examine the potential for extending the Scheme into greater numbers of small firms, and the problems likely to be encountered in doing so.

scholarly journals Mentoring in the concept of the learning organization in higher education – empirical research / Mentoring w koncepcji organizacji uczącej się szkoły wyższej w świetle badań empirycznych

Management ◽  
2013 ◽  
Vol 17 (1) ◽  
pp. 273-290
Author(s):  
Martyna Wronka
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Learning Organization ◽  
Learning Processes ◽  
Literature Study ◽  
New Methods ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Research Mentoring

Summary The development of a knowledge-based economy necessitates the search for new methods and tools for enhancing organizational learning processes. In this context, many scholars point to the importance of mentoring as a tool to support individual and organizational learning. The paper is an attempt to answer the question: how mentoring helps to stimulate the process of organizational learning? Therefore, this paper discusses the concept of learning organization, concept of mentoring along with associated concepts, on the basis of which experience result from the process of implementing mentoring at university are pointed out. This objective will be achieved through presentation of the results of the literature study followed by case study on the implementation and realization of mentoring programme at one of the polish universities

scholarly journals Editorial

2016 ◽  
Vol 9 (1) ◽  
pp. 1-2
Author(s):  
Chelsea Bond
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Opportunities ◽  
Education Sector ◽  
Indigenous Knowledges ◽  
Cultural Competencies ◽  
Mode Of Instruction ◽  
The Subject

The higher education sector is experiencing a sustained push toward Indigenising agendas in both institutional and disciplinary contexts. Indigenous scholars make a tremendous contribution personally, culturally and intellectually to support this work, particularly in the educative role that Indigenous staff are inevitably required to undertake with our students, colleagues, faculties and institutions. In each of these contexts, the Indigenous scholar is “the subject of inquiry and mode of instruction” (Hart 2003), which poses an array of challenges that often go unnamed and unnoticed, but remain part of the routine challenges facing Indigenous scholars. While we welcome the impetus for including Indigenous knowledges and perspectives in curricula and institutional efforts to enhance Indigenous cultural competencies, we remain critically cognisant of the burden placed on the Indigenous scholar (or Indigenous unit/school) and the challenges that they encounter in facilitating culturally safe, transformative learning opportunities in environments of resistance, resentment and racism.

A systemic approach to processes of power in learning organizations

2018 ◽  
Vol 25 (4) ◽  
pp. 260-272 ◽  
Author(s):  
Robert L. Flood ◽  
Norma R.A. Romm
Keyword(s):  
Organizational Learning ◽  
Transformative Learning ◽  
Learning Organization ◽  
Systemic Approach ◽  
Power Dynamics ◽  
Content Type ◽  
Social Fabric ◽  
The Social ◽  
Life On Earth ◽  
Original Approach

Purpose The purpose of the paper is to introduce a systemic approach to organizational learning “triple loop learning” (TLL) that addresses processes of power. Three equally important foci in our TLL are processes of design, processes of debate and processes of power. The focus on power aims to shift “power over” (power as domination) to “power to” enact empowering designs, “power to” co-develop responsible decision-making and “power to” transform our relations with each other and with life on Earth. Design/methodology/approach The organizational learning literature is reviewed in the context of power dynamics and its shortcomings are highlighted. The authors introduce their understanding of TLL, and how it engages with power dynamics in organizations. Findings Peter Senge’s conceptualization of systems thinking is unable to recognize processes of power in organizations and offers limited support to transformative learning. Conceptualizations of TLL aim to enhance learning in organizations but none satisfactorily address the processes of power. The learning organization literature as a whole does not satisfactorily address processes of power or reflect our way of envisaging “looping between loops of learning” in TLL to better design, better debate and better develop relationality in the social fabric of organizations. Originality/value The authors introduce an original approach to TLL that directly addresses the processes of power in organizations. It offers researchers, learning facilitators and practitioners of the learning organization a way to engage with the processes of power without neglecting other important organizational and environmental issues.

Organizational learning of higher education institutions: the case of Estonia

2017 ◽  
Vol 24 (5) ◽  
pp. 340-354 ◽  
Author(s):  
Karen Voolaid ◽  
Üllas Ehrlich
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Learning Organization ◽  
Higher Education Institutions ◽  
Participation Rate ◽  
Ordinary Least Squares ◽  
Learning Rate ◽  
Market Participation ◽  
Measurement Instruments ◽  
Content Type

Purpose This paper aims to measure the organizational learning in two of Estonia’s Higher Education Institutions (HEI) and identify connections between the organizational learning and various characteristics of HEI, such as ownership form and market participation rate. Design/methodology/approach Watkins and Marsick’s learning organization questionnaire, the Dimensions of the Learning Organization Questionnaire (DLOQ), as one of the most popular organizational learning measurement instruments, was taken to measure the organizational learning of HEIs. Employees from a total of two Estonian HEIs, which differ in several characteristics, completed the Watkins and Marsick’s questionnaire. To identify the dependence of organizational learning on two observed HEIs’ characteristics, the ordinary least squares (OLS) regression analysis method was used. The analysis was performed at the DLOQ dimensions level. Findings The average organizational learning rate of the two universities under study was over average (3.72 on six-point Likert scale) which allows arguing that both observed institutions are learning organizations. The organizational learning rate based on samples of employees from two HEI-s depends on the institution`s market participation on the 90 per cent level in the first dimension, 95 per cent in the second dimension and 90 per cent in the sixth dimension. Correlation between the HEI ownership form and any of the DLOQ dimensions is weak. Research limitations/implications The study is based on two universities. The sample size is insufficient; therefore, the results cannot be generalized to HEIs as a whole. Originality/value The relationship between higher education institutions’ organizational learning and higher education institutions’ characteristics has not been investigated before. The results of this paper allow a better focus on different aspects of organizational learning in HEIs’ development and relate to their specific development needs.

scholarly journals A Learning Culture and Continuous Learning for a Learning Organization

2019 ◽  
Author(s):  
Umu Latifatul Chanani ◽  
Udik Budi Wibowo
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Learning Opportunities ◽  
Learning Culture ◽  
Continuous Learning ◽  
Organizational Learning Culture ◽  
Norms And Values ◽  
Definition Of

This paper is aimed at studying a learning culture and continuous learning and finding out the benefits and the ways to develop continuous learning in an organization. The definition of learning culture and continuous learning is inferred from some experts’ opinions such as Van Breda-Verduijn & Heijboer, Cerne Matej, Blackwood, Schein, Jain & Martindale, etc. An organizational learning culture is inferred as a set of norms and values about the functioning of an organization that encourages individuals or the organization to carry out continuous learning. A continuous learning culture is important to implement in an organization since it has many benefits for a learning organization. An organizational learning culture can be developed if there are supports in forms of motivation, learning opportunities, and facilities to its members.

Relationship between Learning Organization and Employee Engagement: A Study of Higher Education Institutions in Peshawar, KP

2021 ◽  
Vol 10 (1) ◽  
pp. 336-344
Author(s):  
SHABANA GUL ◽  
SHEHZAD WAHEED ◽  
ALAM SHER
Keyword(s):  
Higher Education ◽  
Employee Engagement ◽  
Learning Organization ◽  
Education Institution ◽  
Faculty Members ◽  
Culture Of Learning ◽  
Pearson Coefficient ◽  
Coefficient Corrélation ◽  
The Relationship ◽  
Sector Data

The paper focuses on analyzing the relationship between learning organization and employee engagement in the education sector. Data was collected from a sample of 221 faculty members of HEIs in Peshawar, Pakistan. Pearson Coefficient correlation analysis was used for analysis, the result of which suggested a significant relationship between learning organization and employee engagement. The study provides insights into how faculty members will be more committed and involved if they are given a culture of learning and support, where they feel valued. Keywords: Learning Organization, Employee Engagement, Higher Education Institution.

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