Academic literature on the topic 'Organizational learning practices universities'
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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 derived using smart partial least square. The findings showed that there is significant correlation between components of KM and components of OL. The regression analysis showed also that the effect of KM and its components; knowledge creation, knowledge sharing, knowledge storage, knowledge application and knowledge acquisition on OL are significant. These findings provide insights to universities management on strategies to implement KM practices that can align with OL practices to assure dynamic lifelong mechanisms for the basic daily activities such as teaching, learning, researching, and supervision.
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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 the undergraduate courses of the Brazilian universities and their unfolding in the teaching practices is emphasized. In this sense, the political and economic contexts that constitute the teaching practice in the undergraduate courses of the Brazilian universities and their unfolding in the teaching practices is emphasized.
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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 practices for the preparation of the second phase, test the hypotheses by means of modeling of structural equations. Findings The key practices that contribute to organizational learning in the Brazilian HETC were identified through a benchmark activity at ÉTS by using a quantitative research scheme of single cycles of organizational learning, and further in correspondence with the Brazilian criteria (SINAES-Ministry of Education). Research limitations/implications The extent of the sample is concentrated in the southern region of Brazil (Rio Grande do Sul, Santa Catarina and Paraná), limiting its representativeness to a regional basis. Practical implications Practices that contribute to organizational learning are a counterpoint and a complement of the Brazilian Ministry of Education SINAES indicators, which value the formalization of those courses and the future actions in the Brazilian universities. Social implications The study re-inforces the importance of organizational learning for the development of excellence in Brazilian HETC. Originality/value The results contribute to build analysis frameworks on the relationships between management practices, organizational learning, benchmarking and organizational outcomes, particularly in the management of the technology courses and for Brazilian universities.
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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 collect the data. Collected data were analyzed using SPSS V.25 and Amos.V.23 statistical programs. Research hypotheses were accepted and confirmed the statistical significance (p < 5%) of the influence of the strategic alignment dimensions which include telecommunication, organizational value, governance, partnership and workforce skills on the learning organization practices at Wasit University. The constructs retained in the strategic alignment dimensions of organizational learning indicated the availability of telecommunication, organizational value, governance, partnership and faculty skills. Universities should increase their interest in and investment in the mechanisms of organizational learning to facilitate the process of obtaining knowledge. It is essential to involve instructors and consider their views and capabilities when making strategic decisions.
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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 following research question: Which kind of governance is required to manage double-loop learning processes? Design/methodology/approach The purposive sample comprised four universities that had won awards for their teaching excellence. In 2014, a total of 21 semi-structured expert interviews were conducted in these universities within the following status groups: members of the rectorate, full professors, and university management professionals. The coding procedure followed a directed content analysis. Findings Both forms of governance are required for the management of double-loop learning. In the case of a top-down instigation of organizational learning, transformational governance is especially required in terms of idealized influence and inspirational motivation. In the case of a more bottom-up trigger of organizational learning, intellectual stimulation becomes more important. Transactional governance is required for the university-wide implementation of new routines (e.g. a mandatory quality management tool, obligatory coaching for newly appointed professors or competitive teaching grants). Originality/value This paper contributes to the empirical research on organizational learning in higher education institutions by adding a governance perspective.
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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 employee attitude between HR Practices and organizational performance in State Universities in Sri Lanka. Ultimately, the research seeks to construct a conceptual model that delineates the conceptual relationships between HR practices and organizational performance factors within Sri Lankan state universities. This research is structured in two stages: the first phase is classified as exploratory research, during which a conceptual model is developed based on identified factors. The subsequent stage is a conclusive research design, combining descriptive and causal research methods. The researcher has collected a total of 184 articles as sample data pertaining to HR practices, organizational performance, and employee attitudes. Secondary sources were also consulted for data collection. Qualitative analysis has revealed that the factors influencing HR practices in Sri Lankan state universities encompass Recruitment and Selection (RS), Training and Development (TD), Performance Appraisal (PA), Reward Management and Compensation (RMC), Working Environment (WE), and Organizational Culture (OC). Factors influencing Organizational Performance (OP) are associated with Customers (Students), Resources (Academic and Administrative staff), Internal Business Processes (Degree programmes, etc.), Innovation, Learning, and Growth (ILG). Employee attitude factors include Job Satisfaction (JS), Employee Engagement (EE), Employee Commitment (EC), Employee Involvement (EI), as well as affective, behavioral, and cognitive components of attitude. Utilizing these identified factors, a conceptual model has been devised to elucidate the conceptual relationships between HR practices and organizational performance factors, taking into account the mediating influence of employee attitude factors.
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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 infrastructure of the analyzed practice and forming an environment of social interaction between students, teachers, curators, employers and representatives of educational management. The development of assessment tools was based on the methodology of systemic, organizational and managerial, process, situational and temporal approaches. The purpose of the study is to analyze the organizational and managerial context of project–based education in Russian universities. It is established that the institutional practices of implementing project-based learning in the universities under study have different resource capabilities and are implemented along different trajectories that have their own logic. The study recorded that in the information space, and accordingly in the organizational and managerial environment, diversity is represented in determining the goals and effectiveness of project training. The demarcation lines in the existing organizational and managerial models are strategic forks that ensure: the mass or selectivity of project-based education in universities; orientation towards educational and/or product results; integration of project-based learning into the educational process or the implementation of students' project activities beyond their educational activities. The dependence between the organizational design of project training and its resource provision – regulatory, personnel, and information support is revealed. The scale and intensity of managerial innovations associated with the transition of the educational process to project-based learning formats are more typical for universities included in the “Priority-2030” university development program. They determine not only serious institutional and organizational changes, but also the transformation of social interaction practices in higher education.
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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 OL. The findings were derived using smart partial least square. The findings showed that there is significant correlation between components of KM and components of OL. The regression analysis showed also that the effect of KM and its components; knowledge creation, knowledge sharing, knowledge storage, knowledge application and knowledge acquisition on OL are significant. These findings provide insights to universities management on strategies to implement KM practices that can align with OL practices to assure dynamic lifelong mechanisms for the basic daily activities such as teaching, learning, researching, and supervision.</span>
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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 indicators. A useful model is proposed that may be adapted with appropriate modifications to evaluate/managing safety practice and organizational performance of public universities in Malaysia. The study may help to those universities, who are seriously inquisitive about evaluating/managing internal safety practice, customer satisfaction, finance of universities and innovation and learning growth.
 Keywords: Balanced scorecard; Safety practice; Organizational performance; Malaysian public universities
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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 were collected and analyzed following an ethnographic approach, including participatory observation, a focus group discussion and 14 interviews with project participants. Findings The findings support the idea that much of the learning that occurs within projects is tacit. In this study, tacit knowledge from the project was shared with the organization through social learning practices. These social learning practices had a larger impact on project-to-organization learning than knowledge transfer practices such as codification. Additionally, the findings suggest that when knowledge transfer and social learning practices are in conflict, project-to-organization learning will likely suffer. Originality/value This study contributes to existing literature by examining the relative importance of technical and social dimensions of project-to-organization learning and by focusing on universities as an example of organizations where projects operate alongside a traditional functional form. Practical implications suggest that to facilitate project-to-organization learning, universities may need to enact a combination of new practices, some designed to codify and transfer knowledge and others created to generate new interpretations and build common knowledge across organizational boundaries.
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 confirm or disconfirm these ten key dimensions which are listed below:
* Leadership
* Vision
* Organizational culture
* Human resource management
* Role in society
* Accessibility
* Resources
* Innovation and creativity
* Information Communication Technology
* Global reach
Of the ten key dimensions examined some, such as leadership, vision, Human Resource Management and having sufficient resources, were found to be clearly important to Australian universities becoming Learning Organization. While others, such as the global reach of a university and the accessibility to a university, presented with less clear findings, but still remain as part of the overall basis for Australian universities to become Learning Organization. The findings presented in this thesis represent the combined views of 32 staff members of two West Australian universities and provide many meaningful insights to the current state of two contemporary West Australian universities; one noted primarily as a research university and the other as primarily a teaching university. Finally, this thesis presents a model of what Australian universities could be, as Learning Organization.
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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/.
Full textAbstract:
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 confirm or disconfirm these ten key dimensions which are listed below:
* Leadership
* Vision
* Organizational culture
* Human resource management
* Role in society
* Accessibility
* Resources
* Innovation and creativity
* Information Communication Technology
* Global reach
Of the ten key dimensions examined some, such as leadership, vision, Human Resource Management and having sufficient resources, were found to be clearly important to Australian universities becoming Learning Organization. While others, such as the global reach of a university and the accessibility to a university, presented with less clear findings, but still remain as part of the overall basis for Australian universities to become Learning Organization. The findings presented in this thesis represent the combined views of 32 staff members of two West Australian universities and provide many meaningful insights to the current state of two contemporary West Australian universities; one noted primarily as a research university and the other as primarily a teaching university. Finally, this thesis presents a model of what Australian universities could be, as Learning Organization.
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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 learning grounded this study. Responses to Chen's Processes and Phases of Organizational Learning Questionnaire, completed online by 38 respondents following a recruitment posting submitted to the electronic mailing list of the Association of College & Research Libraries Librarianship in For-Profit Educational Institutions interest group, reflected medium to high levels of OL in the libraries in the study. Multiple regression analysis indicated that the number of students enrolled was negatively related to OL score. Six survey respondent volunteers were interviewed to better understand how library staff members in FPCUs experienced OL. Common themes included external pressures from the FPCUs that made it more difficult for their libraries to implement OL, as well as the importance of communication among library team members. As a result of these findings, a manual about OL strategies for library employees in FPCUs was created. More knowledge about OL and its implications could lead to positive social change as libraries use it to better contribute to student learning and success.
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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. Organizational culture types were assessed utilizing the Organizational Culture Assessment Instrument (OCAI). The target population for this study was the presidents of the 115 member institutions of the Council for Christian Colleges and Universities (CCCU) in the United States. Participants in this study consisted of the presidents and a random sample of administrators, faculty members, and administrative staff members from each participating institution. Out of the 115 presidents and institutions in the target population, 35 responded that they could not participate due to various reasons. This situation left a convenient sample of 80 presidents and institutions. A total of 32 Presidential Questionnaires were completed and returned to the researcher for a response rate of 40%. A total of 56 of 96 Employee Questionnaires were completed and returned to the researcher for a response rate of 58.33%. Results from the statistical analysis of the data and hypotheses revealed statistically significant positive relationships between the leadership practices Model the Way (MTW), Inspire a Shared Vision (ISV), Challenge the Process (CTP), Enable Others to Act (EOA), Encourage the Heart (ETH) and the Clan organizational culture type. Results also revealed a statistically significant positive relationship between the leadership practice Challenge the Process (CTP) and the Adhocracy organizational culture type. In addition, results revealed a statistically significant positive relationship between the Spiritual Leadership Practices-Employee (SLP-E) scale and the Clan organizational culture type. Thus, there is a relationship between the leadership practices of presidents and the organizational culture of Christian colleges and universities.</p>
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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 promueven el bienestar (e.g., capital psicológico, satisfacción, resiliencia) y el desempeño. Los estudios se realizaron con individuos y equipos de diversos contextos organizacionales (e.g., educativos, servicio, industria) utilizando metodologías estadísticas variadas (análisis de vía, modelos de ecuaciones estructurales, modelos multinivel). Los resultados sintetizan algunos factores que promueven los procesos de aprendizaje para el desarrollo de organizaciones saludables y resilientes.<br>This thesis contains three empirical studies with the purpose of understanding how learning is an important component to health and resilience in organizations. Based on the HERO Model, it aimed to address learning from the individual (e.g., motivational dispositions to acquire mastery and skills), team (e.g., team learning, learning leadership) and organizational levels (e.g., HR learning practices). Specifically, it examines how these learning capabilities and resources promotewellbeing (e.g., psychological capital, satisfaction, resilience) and performance. The studies were conducted with individuals and teams from different organizational settings (e.g., educational, service, industry) using diverse statistical methodologies (e.g., path analysis, structural equations modeling and multilevel analysis). Findings synthesized some facilitating factors of learning processes for the development of healthy, resilient and learning organizations.
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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.
Full textBooks 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.
 Meets the requirements of Federal state educational standards of higher education of the last generation.
 Designed for students enrolled in our undergraduate and graduate students of economic universities. It can be useful to executives and managers of organizations, chief accountants and economists, auditors in their practical work, as presented in the textbook material allows to solve a dispute.
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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.
Find full textBook 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-class university’ – that retains links with core values of the university itself, such as those of reason, inquiry, understanding, and learning. I wish to use my chapter to mount such an inquiry and to do so by deploying an ecological approach. The university is interconnected with the world in manifold ways, through multiple ecosystems, but those ecosystems –such as those of knowledge, learning, social institutions, persons, the economy, culture and the natural environment – are impaired. Accordingly, could it not be suggested that a ‘world-class university’ would be one that draws on its resources in advancing the wellbeing of the major ecosystems of the world? Such a university would be a university in a class-of-and-for-the-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 argues that more effective education for climate change at the primary and secondary education levels around the world requires context specific strategies that align the specific learning outcomes with the impacts of climate change in that context. Implementing those strategies requires the development of institutional capacity in schools that is aligned to the stage of institutional development of the school. The chapter explains how a multidisciplinary framework that accounts for the cultural, psychological, professional, institutional and political dimensions of the change process can support the development of collaboration and coherence in implementing those climate change education strategies. Those strategies need to also specify the particular populations that need to develop such competencies and the optimal means of delivery. The chapter also situates the literature on climate change education within the larger context of the literature on deeper learning, twenty first century skills and education system change, explaining how deeper learning in climate change education might influence attitudes and behaviors in ways that prevailing didactic approaches focused principally on the transmission of scientific knowledge do not.To develop such context specific climate change education strategies and to build the institutional capacity to implement them, the chapter makes the case for more intentional engagement of universities, in partnership with schools and non-formal education organizations. This would serve the dual role of providing support for schools in advancing climate change education, while also educating higher education students on climate change through problem based, participatory and contextually situated approaches.
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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 defining key terms and explaining how quality assurance fits within the management and operation of universities. The chapter then explores the role of organizations, networks, associations, activities and initiatives in developing and implementing sound quality-assurance practices across institutional, national, regional and pan-African levels.
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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 projects in which the aims and practices of different organizations, such as universities, public schools, and neighborhood agencies converge in a new context of activity with their own aims and practices. They also have intercultural and intergenerational dimensions, bringing together participants from different groups with different life experiences.Focusing on the students’ learning and identity change processes, the authors in this chapter describe the ways in which all participants in these two projects learn and change as they develop new practices. This is done by constructing the idea of “hybrid contexts of activity,” which points to the transformative potential of the hybridity inherent in our projects as a seed for social transformation and dialogue.
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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, formal leaders separate people from the work of others, limiting innovation teamwork. We also examine formal organizations as “houses,” finding that these over-structure people and power in vertical functional “boxes” in bureaucracies that limit school or university readiness to adapt—even when great digital innovations offer transformation potential. Less formal leadership and organization is then explored with evidence from the author’s research on leading complex adaptive teams as more adaptable organization network forms. We conclude that less formal leadership and less formal organizing structures offer more innovation potential by creating adaptive spaces for digital innovations. We present a new theory and guidelines for leading and participating in high-impact digital innovation networks working to lead learning organization emergence (transformation) via digital innovations.
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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.
Full textConference 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 offer a realistic description of those practices, the cultural and social values of people in this region with regard to job seeking and job holding are also debated. Among lifelong learning activities, a special place is taken by the IT-supported ones, including extensive use of virtual communities, social networks or online learning environments. Based on a qualitative analysis, we provide an answer to the question whether these modern lifelong practices, are aligned with the life values of Danube region people. A special attention is given in our survey to the case of university graduates engaged in lifelong learning practices correlated with their occupational employment. We even propose an innovative model for connecting the traditional universities learning environment with modern IT-supported lifelong learning practices in order to provide the graduate students the opportunity to find suitable professional e-communities, in which they can enhance their chances of getting a more rewarding job. We claim that our solution has the potential of generating added value for Danube region, by increasing the knowledge level of the countries within the region and the employability level of the university graduates, by providing the organizations the needed skilled workers, thus raising their competitiveness and by strengthening the collaboration between universities and organizations.
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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 unwillingness of some professors and teachers to participate in distance education as well as difficulties in development of distance learning courses, the establishment of assessment tools, the compilation of final report, group discussions, etc. The study was conducted by questioning teachers from 27 universities and academies of Moscow as well as 50 experts. Total sample included 340 people, the coefficient of an error - 0.3%. On the basis of this research, the program "Organizational, methodological and didactic foundations of distance learning" was developed and implemented for teaching staff of higher and secondary professional educational institutions. The program aims to teach them modern innovative technologies and to prepare them for the use of distance learning technologies in their practice. The main part staff of the Department of Economics and Management in the social sphere of the Academy of labor and social relations have finished this program. And now it is not a problem to work in e-learning system for most of them.
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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 core element of ITIL is the process (or practice in ITIL V4), and ITIL V4 includes 34 practices. Effective implementation of ITIL in an organization does not require the use of all these processes; the nature of the organization dictates the selection of necessary processes. However, official ITIL documents do not provide criteria for selecting the appropriate processes. In this study, a procedure focused on process selection and adaptation for managing ITSM using the ITIL framework in universities has been proposed. This method addresses Critical Success Factors (CSFs) to determine the most suitable ITIL processes for various business functions. Data was collected from university stakeholders, including academic leaders and students, through questionnaires. The proposed framework was applied in a case study involving five private universities in the Kurdistan Region of Iraq. Ultimately, a complete lifecycle for the implementation of the selected processes was designed. 1. Introduction Universities are among the largest, most complex, and multifaceted organizations that heavily rely on Information Technology (IT) for their operation and development. They view IT as a fundamental asset for their success ( The integration of IT and its sub-field Artificial Intelligence (AI) in teaching and educational sectors is crucial for enhancing learning quality. To achive this, universities need to deploy technology applications across all departments to deliver optimal services to both internal and external customers (Khan, 2012). Services provided by universities—such as online and recorded lectures, assignments, lecture schedules, student and faculty recruitment, infrastructure documentation, management and administration, stakeholder communication, and initiative management—are all managed through information systems (Palilingan and Batmetan, 2018). These services must be accurate, fast, and of high quality to meet customer satisfaction. Information Technology Service Management (ITSM) is a collection of processes, documentation, and practices essential for managing IT services. It is crucial for designing and delivering services to end users. Reviewing the best practices of ITSM has led to the development of various frameworks such as ITIL, DevOps, COBIT, Six Sigma, and others (Hertvik, 2017). Each ITSM framework has its own structure, lifecycle, processes, and modules, and many are supported by international bodies and recognized certifications. Implementing a complete framework like ITIL or COBIT in a large organization such as a university can be challenging, especially where the level of adoption is low or limited (Bianchi and Sousa, 2015). ITIL is applicable to organizations of all sizes, particularly large ones like universities and higher education institutions. It is the most popular IT Service Management (ITSM) framework in the IT industry and is considered a de facto standard. However, while ITIL provides a systematic description of best practices, it does not offer a specific procedure for implementing an ITSM framework in enterprises. This study investigates whether universities in the Kurdistan Region of Iraq need a standard ITSM framework and identifies the necessary processes for successfully implementing the ITIL framework on their campuses. This involves reviewing and evaluating the pros and cons of assessing the current status of ITSM at selected universities in the Kurdistan Region, and designing an institutionalized ITSM framework based on ITIL process management for these institutions.
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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-designing current, and developing new programs and tailored educational services. Through its large distributed learning program, the college is reaching students around the world, and is expanding its global reach by supporting communities of practice. College leaders streamlined the organizational design to create teams of faculty to develop and deliver programs responsive to student needs. Replacing command-and-control systems, the leaders are re-framing the organization’s reason for being, governing principles, and high-level business process design.
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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 transition to distance learning technologies for Chinese undergraduates-managers at the Russian capital University. The survey results showed a decrease in the satisfaction of undergraduates when switching to distance learning only at the initial stage.
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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 the accumulation of knowledge to a new one based on the competences development. The competency-based assessment not only aims to improve the comprehensive or practical learning, but also provide a smooth transition to employment and giving people the skills to meet the growing challenges of today's society. Within transversal competences defined in Tunnin Project, teamwork is one of the skills most valued by employers, businesses and graduates (National Agency for Assessment and Accreditation, RFLEX project 2008, Freire, Teijeiro and Pais 2012). Kozlowski & Bell (2003) assert the emergence of teams as basic building blocks of current organizational structures. Being consistent with these requirements from education seeks to form this competition and the mode of e -learning is no stranger to this purpose. This research aims to analyze the teaching - learning and competency assessment of the teamwork competency in the context of e -learning. We used a qualitative methods based on in depth on-line interviews. The participants were teachers and coordinators currently involved in teaching and assessment practices using e-learning. The participants are academics form 5 Catalonian universities. The investigation is still ongoing, but the expected results indicate that in the educational context of e -learning in universities can develop innovative practices that focus on teaching and learning from the perspective. The academics consider that teaching and learning the teamwork competency is a complicate task in the e-learning context. Most of them consider that the best way to achieve this competency is in a face to face environment. Moreover, there are some of the participants which agree that the team work competency could be easily teaching using tools as: wikis, webquest, social networks, among others. In relation to the assessment process, there are participants which consider that the teamwork competency is hard or even impossible to be evaluated through e-learning processes, and there are others considering that the use of rubrics, feedback processes are best ways to develop this competency.
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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 framework and organizational structure. The three components of quality culture are customized both in horizontal and vertical approach of university structure. For example, the normative framework includes the national and European legislation, the Standard Operating Procedures Manual and methodologies, working instructions, procedures and guidelines. It is shown the main indicators for quality assessing of all entities from the university structure. The proposed software application could be used for learning the main terms, principles, standards and methodologies used in quality assurance processes in higher education. Students can access some questionnaires for their self-evaluation, after each chapter. Also, the system could be used for the elaboration of the self-evaluation files for the assessment of study programs. The users can access, for each quality assurance standard and requirement, some supplementary explanations and examples. The software application presented in the paper offers databases with information necessary for the elaboration of the self-evaluation files (lists with equipments, papers, books, human resources, facilities etc.). It is necessary that this soft application has to be permanently completed with information in accordance with the evolution of the university and departments.
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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 understand their digital transformation and risk management plans and practices. Based on our findings, the adoption of advanced technologies, such as IoT devices and cloud computing services, can lead to security and privacy risks, particularly the possibility of unauthorized access and misuse of data. Our study also reveals the key challenges organizations face when securing their systems, including the limited awareness among staff and students about cybersecurity issues and data compliance rules, the lack of resources, and the legacy systems and infrastructures. This study also outlines a set of practices to protect the digital infrastructure and resources within educational institutions.
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 encounters, the promotion of collaborative projects and the encouragement of international networking. Below you will find papers related to: Economics of happiness, happiness management, organisational communication, welfare state economics, consumer happiness, leadership, social marketing, happiness management and SDGs, happiness management in human resource strategies, learning and competencies in happiness management, learning and competencies in social well-being, measurement and indicators of happiness and well-being and history of welfare economics.
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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 student perceptions and academic performance in the target courses before and after the RPP activities.
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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 understanding of learning transfer, you can help your organization realize multiple benefits, including bigger impact from developmental experiences, more effective leaders, and a stronger organizational ability to learn and adapt. Read on to learn CCL’s perspective on and best practices for learning transfer for leadership development. We share a framework—and specific tactics—that we use in designing leadership development solutions. With this information, you can begin to help leaders and your organization overcome challenges to learning transfer—and earn greater benefit from leadership development investments."
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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 & 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 research with theory about educational processes to identify contextual, school factors (including leadership), and classroom factors (including teacher effectiveness) to student learning and ‘achievement’ outcomes (Creemers, 1994; Creemers & Kyriakides, 2008; Heck & Moriyama, 2010; Leithwood & Mascall, 2008; Scheerens, 1990, 1992; Stringfield & Slavin, 1992; Teddlie & Reynolds, 2000). It is clear that the ‘Principal as the sole decision maker’ conception of leadership and bureaucratic organizational structures are no longer consistent with the new school leadership climate (Pearce & Conger, 2003). Proponents of this view have argued that a dispersed form of leadership is thought to enhance opportunities for the organization to benefit from the capacities of more of its members rather than a single leader (Leithwood & Mascall, 2008).
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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 the third survey, zoo and aquarium employees responded to open- and closed-ended prompts that asked respondents to reflect on their as well as their organization’s readiness to support the inclusion of autistic individuals through awareness, preparation, commitment of resources, and other factors that may affect one’s ability to implement inclusive practices. Respondents were also asked to reflect on what kinds of supports would help them to be better prepared to implement inclusive practices for autistic individuals (both staff and visitors).
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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 knowledge and skills.
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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 methodology to chart the event sequence, identify contributing factors, including organizational practice failures, and identifying root causes of the organizational practice failures. The second phase of the analysis characterized the organizational failures as Common Failure Modes based on the HCS Effective Operations Practices and the specific expression of the root causes in terms of Common Root Cause Manifestations based on the Dirty Dozen human factors taxonomy. The Dirty Dozen taxonomy of human factors was found to have the potential to provide a tractable root cause framework for human and organizational factors. Specific limitations of the Dirty Dozen taxonomy as a HOF framework are discussed. Learning Outcomes: � Understand the potential impact of human and organizational factors on pipeline process safety incidents. � Understand the potential applicability of a human factors classification framework, the Dirty Dozen, developed in the aviation maintenance industry to the pipeline industry. Expected Benefits: � Increased awareness of the potential role and impact of human and organizational factors within the pipeline industry � Catalyst for ideas on how to improve the incident reporting system within your organization to better characterize the impact of human and organizational factors. Target Audience: � Risk engineers � Pipeline design engineers � Pipeline construction, operations and maintenance management and personnel Related report: PR-624-173901-R01 Human Organizational Factors in Pipeline Incidents
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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 resilience and innovative teaching and learning activities in tertiary education – but only if their development is embedded within enabling institutional culture, structure, policy, and processes. Against this backdrop, we designed a study to explore leadership and policy perspectives, institutional contexts, potentials/prospects, challenges, and best practices of educational digital solutions. In this exploratory study, we used accessibility and inclusivity as key motifs to frame discussions of results. We used a cross-sectional design and employed qualitative methods to collect data, i.e., document reviews, key informant interviews, and focus group discussions. We adopted a descriptive thematic analysis procedure to organize, analyze, and interpret the data. Overall, the results indicate that education leaders, faculty, and students were not equipped to smoothly transition from face-to-face learning to e-learning in the aftermath of the COVID-19 pandemic. Not only meeting technological requirements, the accelerated deployment of E-learning tools implied a change in pedagogy. We found that institutional policies were not designed to fully accommodate the change (except for some guidelines proposed during COVID-19). The lack of an e-learning strategy and resource limitations have hindered and continue to impact e-learning uptake in both institutions. We also found that poor internet connectivity, lack of tech devices and software, inadequate leadership commitment, power interruptions or outages, inadequate pedagogical training, low community perception, and poor administrative and technical skills are the challenges of the two institutions to effectively manage full-fledged e-learning programs. These challenges were usually amplified by the nature of national, local, and institutional contexts (e.g., a multi-campus, multi-college setting of UR and a war outbreak in northern Ethiopia). Noting that face-to-face education is still seen as premium, there is a need for a blended approach to e-learning and policies that would improve accessibility to and affordability of E-resources to diverse groups of staff and students. With varying degrees, we found that the two institutions are engaging in activities to promote e-learning. For instance, groups of e-learning Champions are advocating in both institutions for engagements in accelerated change efforts (be it on an e-learning platform, capacity building, access devices, and strategy). Both institutions have units that coordinate e-learning uptake and ensure its inclusivity. Both institutions could also benefit from increased governmental and development partners’ attention to the possibility and support of digital education. However, the issue of social equity and e-learning ecosystem management remains paramount in launching e-learning programs. In sum, we observed that e-learning is still in its nascent stages at both institutions although not at the same level. Their respective e-learning initiatives must integrate global best practices and specific local contexts and priorities. This requires that state and institutional leaders embrace and encourage co-creation, knowledge, and expertise sharing among institutions in low-resource and similar settings.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, et al. Application of augmented reality technologies for education projects preparation. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3856.
Full textAbstract:
After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.