Relevant bibliographies by topics / Organizational learning practices universities

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Organizational learning practices universities'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Organizational learning practices universities"

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Zainab, Amin Al-Sulami, Salah Hashim Hayder, Ali Nor'ashikin, and Ameen Abduljabbar Zaid. "Investigating the relationship between knowledge management practices and organizational learning practices in the universities' environment." International Journal of Electrical and Computer Engineering (IJECE) 13, no. 2 (2023): 1680–88. https://doi.org/10.11591/ijece.v13i2.pp1680-1688.

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The concept of knowledge management (KM) and organizational learning (OL) has been embraced by organizations to complement each other. Higher education institutions have embraced KM and OL as a means to improve organizational efficiency. This research explores the link between KM and OL. The target population included all the 432 academicians and administrators from 35 public universities in Iraq. The sampling was selected using a stratified random sampling technique. The correlation among the components of KM and OL was tested as well as the effect of KM components on OL. The findings were de
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Pereira de Moraes, Carlos Alexandre, Leonardo Bezerra Pimentel, and Iasmim Esteves Lattanzi. "Organizational skills development: the context of information technologies." Brazilian Journal of Operations & Production Management 15, no. 1 (2018): 143–50. http://dx.doi.org/10.14488/bjopm.2018.v15.n1.a13.

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The objective is to discuss the notions of Cyberculture in institutional teaching-learning practices articulated to other important contemporary concepts, coming from the great area of sociology, with a view to positioning the guiding questions of social engagement in teaching-learning practices. In this way, it aims to support in this approach the pertinent perspective of social engagement associated with the plurality of the different socioeconomic contexts in which formal education is carried out. In this sense, the political and economic context that constitutes the teaching practice in th
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Rübenich, Nilson Varella, Eric Charles Henri Dorion, and Luciene Eberle. "Organizational learning and benchmarking in university technology courses." Benchmarking: An International Journal 26, no. 2 (2019): 530–47. http://dx.doi.org/10.1108/bij-03-2018-0078.

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Purpose The purpose of this paper is to analyze the management practices that contribute to single and double cycles of organizational learning in the vocational education of the Brazilian higher education technology courses (HETC), and to study the learning outcomes that result through the Brazilian Ministry of Education SINAES indicators. Design/methodology/approach It consisted in both participant observation and quantitative phases. The participant observation phase included a benchmarking activity at École de Technologie Supérieure (ÉTS) de Montréal, to analyze and delimitate their practi
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Younis, Joumana A., Saad R. Alsreiwe, Hussin J. Hejase, and Ale J. Hejase. "Strategic alignment dimensions and structured practices of learning organizations: A case study of Wasit university." International Journal of Innovative Research and Scientific Studies 6, no. 2 (2023): 418–31. http://dx.doi.org/10.53894/ijirss.v6i2.1493.

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Learning organizations promote education by capitalizing on their 'strategic alignment'. However, an organizational strategy is a critical problem since it influences organizational efficiency and performance. This study aims to evaluate the strategic alignment dimensions' impact on the organization's learning practices. This research is quantitative, descriptive and explanatory. The confirmatory factor analysis (CFA) method was used to assess the research variables. The case under study is the Wasit University faculty giving access to a sample of 450 participants. A questionnaire was used to
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Lauer, Sabine, and Uwe Wilkesmann. "The governance of organizational learning." Learning Organization 24, no. 5 (2017): 266–77. http://dx.doi.org/10.1108/tlo-02-2017-0012.

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Purpose The purpose of this paper is to link two modes of governance (transactional and transformational) to organizational learning by examining the example of academic teaching. Consequently, the “transformational” strategies of best practices that have been used by German universities to achieve teaching excellence are interpreted as double-loop learning. In delineating two exemplary cases of double-loop learning concerning the university-wide implementation of a new teaching formats as part their institutional strategies to develop teaching excellence, the authors want to answer the follow
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Azhar, M. T. Ahamed, and M. B. M. Ismail. "Conceptual Study on Impact of Human Resource Practices on Organizational Performance in State Universities in Sri Lanka: The Mediating Role of Employee Attitude." Peradeniya Management Review 4, no. 2 (2022): 31–47. https://doi.org/10.4038/pmr.v4i2.65.

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The impact of Human Resource (HR) practices on the performance of state universities in Sri Lanka is analyzed in the context of mediating employee attitudes encompassing customer orientation, resource management, internal business processes, and learning and growth. The objectives of this research are to identify the determine factors influencing HR practices, organizational performance, and employee attitudes in Sri Lankan state universities. It also aims to establish the link between HR practices and organizational performance in these institutions while exploring the mediating role of emplo
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Boronina, Liudmila, Svetlana Olkhovikova, and Aleksandr Baliasov. "Organizational and managerial context of project-based learning development in higher school." Science. Culture. Society 30, no. 2 (2024): 52–69. http://dx.doi.org/10.19181/nko.2024.30.2.4.

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The article is devoted to the study of the organizational and managerial context of the development of project-based learning in Russian universities. The sample of the study is represented by twelve universities of different types (federal, research, reference) Volga, Ural, Siberian and Southern Federal districts. Based on the traditional analysis of official documents posted on the official websites of universities, an assessment of key aspects of university policies in the implementation of project-based student education was carried out, reflecting the development of the organizational inf
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Al-Sulami, Zainab Amin, Hayder Salah Hashim, Nor’ashikin Ali, and Zaid Ameen Abduljabbar. "Investigating the relationship between knowledge management practices and organizational learning practices in the universities’ environment." International Journal of Electrical and Computer Engineering (IJECE) 13, no. 2 (2023): 1680. http://dx.doi.org/10.11591/ijece.v13i2.pp1680-1688.

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<span lang="EN-US">The concept of knowledge management (KM) and organizational learning (OL) has been embraced by organizations to complement each other. Higher education institutions have embraced KM and OL as a means to improve organizational efficiency. This research explores the link between KM and OL. The target population included all the 432 academicians and administrators from 35 public universities in Iraq. The sampling was selected using a stratified random sampling technique. The correlation among the components of KM and OL was tested as well as the effect of KM components on
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Arjunan, Lingaswaran, Nurul Fadly Habidin, Mohamad Suwardi Mohamad Yusof, and Rasikumari Muniandy. "Evaluate Safety Practices of Malaysian Public Universities by using Balanced Scorecard." Journal of Cognitive Sciences and Human Development 6, no. 1 (2020): 20–43. http://dx.doi.org/10.33736/jcshd.1560.2020.

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The aim of this paper is to debate the concept of the balanced scorecard (BSC) and the way it will be used for evaluating the performance of safety practice in Malaysia public universities. This idea paper is especially supported secondary resources on the balanced scorecard published by other researchers. The approach of balanced scorecard model helps to the assessment of quality and safety practice of public universities. It helps public universities to create decisions and to enhance services. It translates the mission and strategy of a security practice into a system of performance indicat
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Rose, Anna-Lena, Jay Dee, and Liudvika Leisyte. "Organizational learning through projects: a case of a German university." Learning Organization 27, no. 2 (2020): 85–99. http://dx.doi.org/10.1108/tlo-11-2018-0200.

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Purpose While projects can generate highly relevant knowledge to inform operations and improve performance, organizations face the difficulty of retaining knowledge once a project ceases to exist. This study aims to examine how project work can lead to organizational learning and, in particular, how knowledge transfer and social learning practices shape project-to-organization learning in a setting where projects complement a traditional functional form of organization. Design/methodology/approach This case study examined a project for inclusive teacher training at a German university. Data we
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Dissertations / Theses on the topic "Organizational learning practices universities"

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Reece, Philip David. "Universities as learning organizations: how can Australian universities become learning organizations?" Thesis, Reece, Philip David (2004) Universities as learning organizations: how can Australian universities become learning organizations? PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/274/.

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This thesis examines the research issue of universities as Learning Organization. It examines the research problem of 'How can Australian universities become Learning Organization'? This thesis presents the findings from a qualitative study of two publicly funded universities based in Western Australia, using the convergent interview and multiple case study methodology. The 11 convergent interviews were used to establish the ten key dimensions of what, the researcher considered, are necessary for Australian universities to become Learning Organization. The 32 case studies were then used to con
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Reece, Philip David. "Universities as learning organizations : how can Australian universities become learning organizations? /." Reece, Philip David (2004) Universities as learning organizations: how can Australian universities become learning organizations? PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/274/.

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This thesis examines the research issue of universities as Learning Organization. It examines the research problem of 'How can Australian universities become Learning Organization'? This thesis presents the findings from a qualitative study of two publicly funded universities based in Western Australia, using the convergent interview and multiple case study methodology. The 11 convergent interviews were used to establish the ten key dimensions of what, the researcher considered, are necessary for Australian universities to become Learning Organization. The 32 case studies were then used to con
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Evener, Julie. "Organizational Learning in Libraries at For-Profit Colleges and Universities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5327.

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Academic libraries contribute to student engagement, student learning, and retention; therefore, the effects of improved library services for students may be positive and long lasting. However, despite successful application of organizational learning (OL), a strategic process for improvement, to enhance services in academic libraries, little is known about OL in libraries of for-profit colleges and universities (FPCUs). The purpose of this sequential explanatory mixed-methods study was to assess and explore the use of OL in libraries at FPCUs. Argyris and Schön's theory of organizational lea
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Arshad, Mohd Anuar. "Organisational learning : an exploration of learning strategy practices in Malaysia /." Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081104.104824.

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O'Dell, Jeremy Blake. "The relationship between the leadership practices of presidents and the organizational culture of christian colleges and universities." Thesis, Biola University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617670.

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<p> The purpose of this study was to examine the relationship between the leadership practices of presidents and the organizational culture of Christian colleges and universities. The leadership practices of presidents were measured utilizing the Leadership Practices Inventory-Self (LPI-S) and the Leadership Practices Inventory-Observer (LPI-O). The spiritual leadership practices (a combination of spiritual gifts and leadership behaviors) of presidents were measured utilizing the Spiritual Leadership Practices-President (SLP-P) and the Spiritual Leadership Practices-Employee (SLP-E) scales.
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Sánchez-Cardona, Israel. "Learning to be a HERO (HEalthy & Resilient Organization): Linking organizational learning practices to healthy and resilient organizational outcomes." Doctoral thesis, Universitat Jaume I, 2017. http://hdl.handle.net/10803/405421.

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Esta tesis contiene tres estudios empíricos con el propósito de entender cómo el aprendizaje es un componente esencial para el bienestar y la resiliencia en las organizaciones. Basado en el Modelo HERO, este trabajo pretende enfocarse en el aprendizaje desde el nivel individual (e.g., disposiciones motivacionales para la adquisición de destrezas), el nivel colectivo (e.g., aprendizaje de equipos, liderazgo de aprendizaje) y el nivel organizacional (e.g., prácticas de recursos humanos dirigidos al aprendizaje). En particular, examina cómo estos recursos y capacidades dirigidas al aprendizaje pr
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Hong, Jacky F. L. "Transferring organizational learning practices : the case of Japanese companies in China." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418866.

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Neefe, Diane Osterhaus. "Comparing levels of organizational learning maturity of colleges and universities participating in traditional and non-traditional (Academic Quality Improvement Project) accreditation processes." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001neefed.pdf.

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Larson-Knight, Judith Bonnie. "The interdependent relationships of organizational learning and leadership practices within school cultures." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0001/NQ41590.pdf.

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Borzillo, Stefano. "Communities of practice to actively manage best practices." Wiesbaden : Deutscher Universitäts-Verlag, 2007. http://dx.doi.org/10.1007/978-3-8350-9609-7.

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Books on the topic "Organizational learning practices universities"

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J, Kezar Adrianna, ed. Organizational learning in higher education. Jossey-Bass, 2005.

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Elkjaer, Bente, Maja Marie Lotz, and Niels Christian Mossfeldt Nickelsen, eds. Current Practices in Workplace and Organizational Learning. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85060-9.

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M. Y. Law, Kris, and Kong Bieng Chuah, eds. PAL Driven Organizational Learning: Theory and Practices. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18014-4.

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Somerville, Mary M. Working together: Collaborative information practices for organizational learning. Association of College and Research Libraries, 2009.

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Somerville, Mary M. Working together: Collaborative information practices for organizational learning. Association of College and Research Libraries, 2009.

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J, Marquardt Michael, ed. Organizational learning: From world-class theories to global best practices. St. Lucie Press, 2000.

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Pam, Denicolo, and Kompf Michael, eds. Connecting policy and practice: Challenges for teaching and learning in schools and universities. RoutledgeFalmer, 2005.

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Kaspina, Roza, and Lyubov' Plotnikova. Accounting and taxation of foreign economic activities of organizations. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1018339.

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The tutorial contains practical examples of organization and conducting accounting and tax accounting of foreign economic activity and the examples that reveal the specifics of foreign exchange operations. Given a multivariate system of control of knowledge of students with answers and solution algorithm is a full set of the Fund of assessment tools for current and intermediate control. Used active learning methods in the form of colloquiums, business games, discussions and other interactive forms.&#x0D; Meets the requirements of Federal state educational standards of higher education of the l
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Bersin, Josh. The training measurement book: Best practices, proven methodologies, and practical approaches. Jossey-Bass, 2008.

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1944-, Casanave Christine Pearson, and Li Xiaoming, eds. Learning the literacy practices of graduate school: Insiders' reflectons on academic enculturation. University of Michigan Press, 2008.

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Book chapters on the topic "Organizational learning practices universities"

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Imran, Muhammad, Ali Raza, A. K. Mahbubul Hye, and Maadi Bakor Omar. "Student Acceptance Level for E-Learning in Public Universities of Malaysia." In Corporate Practices: Policies, Methodologies, and Insights in Organizational Management. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-0996-0_16.

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Barnett, Ronald. "Realizing the World-Class University: An Ecological Approach." In Evaluating Education: Normative Systems and Institutional Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_16.

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AbstractThe ‘world-class university’ has become a trope of two rivalrous perspectives. On the one hand, it is used by cross-national and national organizations and institutions (and their leaders) to promote global positioning and achievement. On the other hand, it is deployed as a target of critique by scholars, it being observed that the term – ‘world-class university’ – presses interests, of cognitive capitalism, institutional entrepreneurialism and hierarchy amongst universities. Much less evident in these rivalrous discourses is an attempt to derive a way of holding onto the term – ‘world
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Reimers, Fernando M. "The Role of Universities Building an Ecosystem of Climate Change Education." In Education and Climate Change. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_1.

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AbstractThis chapter introduces the field of climate change education, noting the paradox that in spite of many efforts at incorporating climate change in education policy and curriculum frameworks, and a diversity of practices in schools, there is little evidence that such efforts are contributing to adaptation, mitigation or reversal of climate change. The chapter reviews the role of international development organizations advocating for and developing frameworks in support of climate change education. This is followed by an analysis of ongoing efforts of climate change education.The chapter
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Makuku, Violet, and Young Kafui Abel Etsey. "Quality assurance in tertiary agricultural education in Africa." In Transforming tertiary agricultural education in Africa. CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0010.

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Abstract This chapter focuses on the quality of higher agricultural education as a means of transforming learning and knowledge outcomes, measured in terms of graduates, research products and outreach activities. Learning outcomes include students' competencies - i.e. knowledge, skills and attitudes - and the degree to which they are relevant to workplace needs. Knowledge outcomes take the form of ideas, analyses, inventions and publications; they can be measured based on the extent to which they address current and emerging problems of economic and social importance. The chapter begins by def
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Lalueza, José Luis, Virginia Martínez-Lozano, and Beatriz Macías-Gómez-Estern. "University-Community Partnerships as “Hybrid Contexts of Activity”: Learnings from Two Projects with Roma Children in Spain." In University-Community Partnerships for Transformative Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60583-3_13.

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AbstractThis chapter describes two projects in Spain, one in Barcelona and one in Seville, that are considered “hybrid contexts of activity.” The Shere Rom Project links teachers, undergraduate and postgraduate students from the Universitat Autònoma de Barcelona with teachers, children, and families from local Roma communities and immigrants from Latin America, Africa, Asia, and Eastern Europe. La Clase Mágica-Sevilla also brings together partners from the Universidad Pablo de Olavide, Seville, with mainly Roma young people from local marginalized communities. Both are inter-institutional proj
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Bisel, Ryan S. "Communication Practices for Managing Moral Mindfulness." In Organizational Moral Learning. Routledge, 2017. http://dx.doi.org/10.4324/9781315652252-14.

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Langer, Arthur M. "Toward best practices." In Information Technology and Organizational Learning, 4th ed. CRC Press, 2023. http://dx.doi.org/10.1201/9781003315896-12.

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Kowch, Eugene. "Leading Transformation with Digital Innovations in Schools and Universities: Beyond Adoption." In Digital Transformation of Learning Organizations. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55878-9_9.

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AbstractDigital innovations in schools and universities matter. New leadership approaches and new organization knowledge are necessary for leaders to realize long-term school and university transformations afforded by important digital innovation experiments. This chapter takes a hard look at leadership and organization theory and practice, along with a critical look at innovation adoption to help digital school and university innovation teams find more sustainable, impactful innovations. First, we examine research and theory on formal leadership and organization to argue that classical, forma
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Franceschini, Rita, and Daniela Veronesi. "Multilingual Universities: Policies and Practices." In Teaching and Learning the European Union. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7043-0_5.

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Morosini, Piero, and Ulrich Steger. "Learning from Best Practice in Corporate Universities: Developing Effective Distance Learning Capabilities in your Organization." In Corporate Universities und E-Learning. Gabler Verlag, 2001. http://dx.doi.org/10.1007/978-3-663-05672-0_9.

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Conference papers on the topic "Organizational learning practices universities"

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Mendonça, Ana Paula Bernardo, Nelson Mendes Nunes, José Orbílio de Souza Abreu, Lynn Rosalina Gama Alves, Bruna Aparecida Souza Machado, and Aloísio Santos Nascimento Filho. "COLLABORATIVE LEARNING PRACTICES AND ORGANIZATIONAL PERFORMANCE." In X Simpósio Internacional de Inovação e Tecnologia. Editora Blucher, 2024. https://doi.org/10.5151/siintec2024-392242.

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Okamoto, Toshio, Fumihiko Anma, Naomi Nagata, and Mizue Kayama. "The Organizational Knowledge Circulated Management on e-Learning Practices in Universities - Through the Case Study in UEC." In 2009 IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology. IEEE, 2009. http://dx.doi.org/10.1109/wi-iat.2009.267.

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Postelnicu, Roxana, Constantanicoleta Bodea, Bianca Tesila, et al. "IT-SUPPORTED LIFELONG LEARNING PRACTICES IN DANUBE REGION COUNTRIES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-045.

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In Danube region various difficulties related to the employment of knowledge workers have occurred, e.g. decrease of job security over the career, high probability of having obsolete professional competences in a short period of time, incapacity of choosing the suitable working place according to one's education, aspects which conducted to a decrease in life satisfaction. The current paper is a survey of the specific situation of Danube region countries related to lifelong learning practices with the purpose of increasing one's employability and, consequently, quality of life. In order to offe
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Ananchenkova, Polina, and Elena Ponomareva. "ORGANIZATIONAL BARRIERS IN DISTANCE EDUCATION: PERSONNEL ASPECTS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-192.

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The use of remote sensing technologies in higher educational institutions in a process of preparation of bachelors and masters in conditions of transition to a new educational standards is a vital task in the framework of new educational law as well as eagerness of students to combine learning and work and other circumstances. In these cases Russian universities started to implement distance learning programs. However, in the process of implementation they explore a number of organizational problems. The article presents the results of author's research that demonstrate partial reluctance and
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Ibrahim, Haneen, and Ibrahim Hamarash. "Developing IT Service Management in Higher Education Institutions: A Case Study of ITIL Implementation in Universities in the Kurdistan Region of Iraq." In The 3rd International Conference On Engineering And Innovative Technology. Salahaddin University-Erbil, 2025. https://doi.org/10.31972/iceti2024.008.

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IT Service Management (ITSM) is defined as a collection of processes, documentation, and practices required to manage Information Technology (IT) services effectively. Different frameworks based on industry best practices are available in the literature for designing and building an ITSM system, with the Information Technology Infrastructure Library (ITIL) being the most popular and widely accepted as the de facto standard. ITIL offers a systematic collection of best practices, but it does not provide a specific procedure for implementing an ITSM framework in enterprises and organizations. The
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McCully, Mary, and Elizabeth McDaniel. "College Transformation through Enabling Agility." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3167.

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Government organizations and universities are traditional and bureaucratic institutions. One government-sponsored graduate-level college undertook a transformation to develop agility in spite of academic traditions and a risk-averse culture to take advantage of Information Age concepts, opportunities, and tools. As a result, the college, dedicated to developing information leaders who can leverage information and information technology for strategic advantage, is becoming increasingly agile. By engaging stakeholders, the college is sensing the learning needs of government organizations, and re
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Платонова, Елена Дмитриевна. "TRANSITION TO DISTANCE LEARNING TECHNOLOGIES FOR MANAGERS AT THE UNIVERSITY: ASSESSMENT OF USAGE PRACTICES DURING THE COVID-19 PANDEMIC." In Научные исследования в современном мире. Теория и практика: сборник избранных статей Всероссийской (национальной) научно-практической конференции (Санкт-Петербург, Апрель 2022). Crossref, 2022. http://dx.doi.org/10.37539/nitp327.2022.46.63.003.

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Пандемия COVID-19 повлияла существенное влияние на организацию учебного процесса по подготовке менеджеров в российских вузах. Автор рассматривает опыт перехода к дистанционным технологиям обучения китайских магистрантов-менеджеров в российском столичном университете. Результаты опроса показали снижение удовлетворённости магистрантов при переходе на дистанционное обучение только на первоначальном этапе. The COVID-19 pandemic has had a significant impact on the organization of the educational process for training managers in Russian universities. The author examines the experience of the transit
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Martinez lopez, Sandra, and Ion Georgeta. "HOW TO TEACH AND ASSESS THE TEAMWORK COMPETENCY THROUGH E-LEARNING?" In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-107.

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The competency -based education meets the demands of today's working world, conditioned by constant technological changes and the primacy of the information and knowledge society, the challenge of forming increasingly competent professional education. This approach implies changes at university level, where it is not only necessary to modify the curriculum and curriculum design in general, but also to change the conception of the process by its actors. The competency- based assessment is one of the challenges they face most teachers and requires a shift from the traditional approach based on t
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Seghedin, Neculai eugen, and Chitariu Dragos. "SOFTWARE APPLICATION FOR THE DEVELOPMENT OF QUALITY CULTURE IN HIGHER EDUCATION." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-269.

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The software application presented in this paper is dedicated to improve the knowledge of students and professors in the quality culture domain. Quality culture is a part of organizational culture and it represents one of the biggest challenges of contemporary academic world. Quality Culture involves a set of attitude reflexes at individual and organizational level, within a framework imposed by written norms and good practices which lead to quality standards in all university structures. The paper presents the basic elements of quality culture in the universities: human resources, regulatory
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Alshahrani, Fatimah, Shoug Alyami, Mahdi Alyami, and Abdulmajeed Alqhatani. "Exploring cybersecurity challenges of digital transformation in higher education." In 2025 Intelligent Human Systems Integration. AHFE International, 2025. https://doi.org/10.54941/ahfe1005828.

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Cybersecurity is a critical issue when it comes to the digital transformation of operations and services undertaken by many organizations and sectors worldwide. In Saudi Arabia, the government aimed to improve the education sector by integrating the latest technologies in learning and by automating the workflow within schools and universities. In this study, we explore how potential cybersecurity threats resulting from the digital transformation are managed by Saudi higher educational Institutions. We conducted semi-structured interviews with cybersecurity and digital transformation experts to
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Reports on the topic "Organizational learning practices universities"

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Cuesta-Valiño, Pedro. Happiness Management. A Social Well-being multiplier. Social Marketing and Organizational Communication. Edited by Rafael Ravina-Ripoll. Editorial Universidad de Sevilla, 2022. http://dx.doi.org/10.12795/2022.happiness-management.

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On behalf of the Happiness University Network, we are pleased to present here an extract of the information concerning the universities working to generate the diffusion of this network. Specifically, with the support of the University of Salamanca and the Pontifical University of Salamanca the aim is to create a friendly and working environment for the dissemination and discussion of the latest scientific and practical developments in the fields of happiness economics, corporate wellbeing, happiness management and organisational communication. It also offers an opportunity for productive enco
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Platonova, Elena Dmitrievna, Olga Dmitrievna Fedotova, and Galina Ivanovna Ribnikova. Russian universities educational process using distance learning technologies organization: analysis of practice. DOI CODE, 2023. http://dx.doi.org/10.18411/doicode-2023.203.

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Wiley, Korah, Julie Neisler, and Barbara Means. Partnering to promote equity and digital learning. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/167.

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his report describes a 15-month collaboration between three Every Learner Everywhere partner organizations (Achieving the Dream, the American Association of Public and Land-grant Universities [APLU], and Digital Promise) and five colleges, all engaged in a research-practice partnership (RPP) around enhancing equity and digital learning in gateway courses. The report describes the key features of research-practice partnerships, the design choices made for this Equity and Digital Learning RPP, the process of establishing the RPP, RPP activities both within and across institutions, and data on st
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Reinhold, Diane, Tracy Patterson, and Peter Hegel. Make Learning Stick: Best Practices to Get the most out of Leadership Devlopment. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2043.

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"Are you taking a closer look at “learning transfer”? Are you wondering how to make sure the lessons taught through your leadership training and development efforts stick weeks, months, or years later? As a professional interested in learning and development, you may be in a position to acknowledge and help overcome the challenges to learning in your organizations. You are likely in a position to influence supervisors and executives, as well as potential participants, in leadership development efforts. You may also have a role in creating and supporting a learning environment. With a better un
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Darling-Hammond, Linda, Maria E. Hyler, and Steve Wojcikiewicz. Design principles for teacher preparation: Enacting the science of learning and development. Learning Policy Institute, 2025. https://doi.org/10.54300/115.854.

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This report identifies design principles for teacher preparation built on recent syntheses of this emerging research and on the wisdom of practice that is found in many leading-edge preparation programs. It is intended to inform ongoing efforts by individual programs to strengthen the ways in which they prepare candidates for teaching and efforts by accrediting bodies and licensing agencies to frame the expectations for teacher preparation. Further, these principles provide the foundation for a related set of principles for leader preparation so that teachers can be supported by system leaders
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Goh, Jonathan, and Hairon Salleh. An investigation of the impact of leadership practices on student learning and development outcomes in Singapore schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22713.

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Policymakers and the public in many developed countries have demanded for greater public school accountability in the hope of improving academic and non-academic school outcomes, as well as decreasing the achievement gaps among subpopulations of students (Heck &amp; Moriyama, 2010). In response, there has been a growing conversation amongst educational practitioners and researchers on how educational leadership might be linked to effective teaching, and student learning and ‘achievement’ outcomes. Educational-effectiveness researchers have attempted to link (directly and/or indirect) existing
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Bonebrake, Victoria, Kelly Riedinger, Victoria Sellers, and Zach Williams. MoZAICS Project: State of the Field Study. Summary of Findings from Survey #3, Individual and Organizational Readiness. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1169.

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The following pages describe initial findings from the third of three surveys administered in a state of the field study as part of the Modeling Zoos and Aquariums as Inclusive Communities of Science (MoZAICS) for Autistic Individuals project. This study was designed to look across the Association of Zoos and Aquariums (AZA) field to understand what inclusive practices zoos and aquariums are currently using to support autistic individuals across the full zoo/aquarium experience (e.g., general visit, programs, events, design of learning experiences, volunteering, internships and employment). In
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Badrinarayan, Aneesha. Performance assessments in college admission: Designing an effective and equitable process. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/150.937.

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At the same time that many colleges and universities are seeking new ways to more equitably admit and support students, a growing number of schools and districts are using performance assessments to prepare for and monitor deeper learning in high school. Performance assessments measure students’ knowledge, skills, and abilities by asking students to use them in the real-world contexts in which they are required. Student performance on well-designed assessments provides a reflection of deeper learning practices and offers rigorous and equitable ways to surface important academic and nonacademic
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Greaney, Carrie, and Peter Bullemer. PR-624-173901-WEB Human Factors Risk of Pipeline Damage. Pipeline Research Council International, Inc. (PRCI), 2019. http://dx.doi.org/10.55274/r0011563.

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Thursday, April 11, 2019 PRESENTER: Peter Bullemer, Human Centered Solutions MODERATOR: Carrie Greaney, PRCI CLICK THE DOWNLOAD/BUY BUTTON TO ACCESS THE WEBINAR REGISTRATION LINK Webinar Description: The overall purpose of this project was to extend our understanding of the impact of human and organizational factors (HOF) on pipeline process safety incidents. Six pipeline incident reports were systematically analyzed using a two-phased approach developed in the Abnormal Situation Management (ASM�) Consortium research program. The first phase of the incident analysis approach used the TapRoot m
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Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, et al. Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.j11.

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The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional
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