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PurposeTo report on a case study that examines how the Learning Organisation (LO) concept can be applied in a Singapore school and the challenges that the school faces in the process.Design/methodology/approachA qualitative research inquiry was adopted using ethnographic methods. Data includes in‐depth face‐to‐face interviews, observation of meetings, informal conversations with students and parents. The study adopted an interpretive paradigm based on post‐positivist theories.FindingsWhile the LO concept can be applied in the school context to its benefit, there can be potential cultural conflicts, ambiguities and paradoxes, as highlighted in the paper. The wider societal culture has a profound influence on how the structures, authority and relationship between subordinates and superiors in a school.Research limitations/implicationsEmpirical data is limited to only one school in Singapore. A longitudinal study involving more schools in Singapore will generate a better sense of the benefits and challenges of LO in schools.Practical implicationsSingapore schools need to address the cultural norms of hierarchy and conformity in order to fully embrace the LO concept.Originality/valueThere is a lack of empirical research on how the LO model can be applied in an Asian school context. This paper represents a first attempt to fill this gap and also offers some practical recommendations to schools that are aspiring to be learning schools.

PurposeThe purpose of this paper is to explore the dynamics and key success factors in the development of communities of practice (CoP).Design/methodology/approachA qualitative case study, using in‐depth interviews, was conducted in a multinational company (MNC) in Singapore.FindingsThe findings indicate that CoPs can facilitate the creation, sharing and utilisation of knowledge in an organisation, positively affecting its strategy, operations and bottom line. The key factors that nurture CoPs to promote innovative learning and knowledge‐sharing environments are leadership, culture and individual motivation.Practical implicationsThe findings indicate the value of informal CoPs in promoting innovative cultures with high levels of collaboration among organisational members.Originality/valueThis is an empirical study that reveals the dynamics of CoP development in an MNC and the key success factors of CoP development from the point of view of the employees in the company.

Students are considered to be the main 'customers' in universities and polytechnics and increasingly they seek to have their needs met. This is one of the main reasons for persistent calls for the improvement of teaching in higher education. Tutors play an important role in the delivery of undergraduate education, although they are often perceived as a 'neglected' or 'invisible' group. This paper assesses students' perceptions of tutors and the factors that contribute to their learning in a New Zealand university. Survey questionnaires were administered to management students at the end of their course, to gather information on their perceptions of tutor effectiveness and to reflect on their overall tutorial experiences. Quantitative and qualitative analyses were undertaken of the data collected. The results supported the initial hypotheses that the learning environment, positive and constructive feedback and stimulating tutorials improve student learning and lead to higher levels of student satisfaction with their learning experiences at university.