Autonomy, Conformity and Organizational Learning

Hanaki, Nobuyuki; Owan, Hideo

doi:10.3390/admsci3030032

Cited by 5 publications

(6 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The SLO model is focused both on the internal dimensions, for example, related to the management and governance of learning, professional development, and resources within the school, and external dimensions, which extend the school's activities and role into the wider community and relationships with other systems. Such organizations support continuous professional development of teaching and leading staff [22][23][24][25] and autonomy [26,27], with the aim of improving the learning experience and achievements of students. With major school reform in 2011, aimed at developing and implementing a 21stcentury school curriculum, Wales has become a model for other countries in implementing change, including in the introduction of the school as a learning organization.…”

Section: Introductionmentioning

confidence: 99%

Learning Organization Practices in Latvian Schools: Perspectives from School Staff, Students, and Parents

Lūsēna-Ezera,

Siliņa-Jasjukeviča,

Lastovska

et al. 2023

Education Sciences

View full text Add to dashboard Cite

The aim of this study is to analyze the current practice of implementing an approach to the school as a learning organzsation (SLO) in general and vocational education in Latvia. The OECD integrated SLO model was used to find out whether there were differences between the opinions of school staff, students, and parents on the current practice of implementing the SLO approach in schools. A concurrent triangulation design was implemented, in which qualitative (school staff, n = 38) and quantitative (students, n = 990; parents, n = 620) data were collected concurrently, followed by a separate data analysis, after which the results of the studies were merged and triangulated. One of the key prerequisites for a school to become a learning organization is leadership, which is implemented on a daily basis by the school principal or an extended school management team. The results of the study indicate that, based on the analysis of students’ and parents’ opinions, learning leadership is one of the weakest dimensions of the SLO. The study also concludes that students’ and parents’ views on learning with and from the external environment and the wider system in their educational institution are not so positive, and that there is a need to raise the awareness of the school staff of the importance of collaboration in the current implementation practice of the SLO approach. It is necessary to ensure that purposeful cooperation and joint action are implemented at the school level to achieve the common goals of the school.

show abstract

Section: Introductionmentioning

confidence: 99%

Learning Organization Practices in Latvian Schools: Perspectives from School Staff, Students, and Parents

Lūsēna-Ezera,

Siliņa-Jasjukeviča,

Lastovska

et al. 2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Reforms in the education sector aim to create a national education policy framework that promotes the development of schools as SLOs with a shared vision of learning and achievement for all students, with high professional standards and expectations for the professional performance of students, teachers and schools and a culture of collaboration, mutual learning, inquiry and exploration [25]. In such organisations, continuous professional development [28][29][30][31] and autonomy [32,33] are supported with the aim of improving students' learning experiences and achievements.…”

Section: Introductionmentioning

confidence: 99%

Education Policy Institutions’ Comprehension of the School as a Learning Organisation Approach: A Case Study of Latvia

Siliņa-Jasjukeviča,

Lastovska,

Surikova

et al. 2023

Education Sciences

View full text Add to dashboard Cite

The economic crises of recent years, the COVID-19 pandemic and growing dissatisfaction with the quality of education have proved that national education systems throughout the world require large-scale transformations. Effective implementation of these large-scale reforms also requires highly qualified professionals. Latvia has introduced reforms targeting issues in educational philosophy, teaching content, pedagogical approach and school management. The School as a Learning Organisation (SLO) model, which envisages continuous individual and collective learning of all stakeholders involved in the education process, has currently come into the spotlight of policy makers. The SLO consists of seven dimensions: (1) developing and sharing a vision centred on the learning of all students; (2) creating and supporting continuous learning opportunities for all staff; (3) promoting team learning and collaboration among all staff; (4) establishing a culture of inquiry, innovation and exploration; (5) embedding systems for collecting and exchanging knowledge and learning; (6) learning with and from the external environment and larger learning system; and (7) modelling and growing learning leadership. It is characterised by a broad set of performance indicators, the deeper understanding of which requires academic and practical knowledge. The purpose of the current study is to examine the perceptions of representatives of education policy institutions to predict the efficacy of the SLO implementation in Latvia. Three semi-structured focus group discussions were conducted with the participants and deductive and inductive content analyses were carried out. The findings showed that policy makers highlighted “promoting team learning and collaboration among all staff” and “modelling and growing learning leadership” dimensions as the most important and best understood dimensions of the SLO. On the contrary, “embedding systems for collecting and exchanging knowledge and learning” was the least understood dimension by education policy makers. The results of the study indicate that a comprehensive understanding of the SLO model is necessary in order to implement it effectively and for its implementation to promote the transformation of education in Latvia.

show abstract

“…First, a significant number of studies devote their attention to the concept and cause of innovation paradoxes and discuss how to manage the paradox within the enterprise. However, most innovations failed in isolation [10]. The effective management of innovation paradoxes should be carried out in their sustainable ecosystems.…”

Section: Innovation Paradox In Sustainabilitymentioning

confidence: 99%

“…Although the topic of paradox is a well-researched area across different academic disciplines [9], related research only studies the influence and trigger factors of sustainable innovation paradoxes [10]. Further, most existing theories of managing sustainable innovation paradoxes are for individual organizations rather than the ecosystem context [11].…”

Section: Introductionmentioning

confidence: 99%

Managing Innovation Paradox in the Sustainable Innovation Ecosystem: A Case Study of Ambidextrous Capability in a Focal Firm

Zeng

Ouyang

2017

Sustainability

View full text Add to dashboard Cite

To achieve sustainable development, focal firms should balance two paradoxical kinds of innovation activities: exploitative and exploratory ones. Published works found that ambidexterity is an effective way to resolve paradoxical tensions, but few in-depth studies have been conducted to explore the innovation paradox of focal firms in the innovation ecosystem from an ambidextrous capability perspective. This paper takes China Spacesat Co., Ltd. as the case to study focal firms' management of innovation paradoxes in the sustainable innovation ecosystem and finds that: (1) Sustainable innovation is an ecosystem in which focal firms' internal functional departments, including the product department, technical center, and Makers' groups, cooperate with external organizations, including component suppliers, scientific research institutes, and government departments, closely and complementarily; (2) In the exploitative and exploratory innovations of complex products, focal firms in the sustainable innovation ecosystem mainly confront three paradoxes: profit drive vs. breakthroughs in the strategic intent of sustainable innovation of the profit-driven model, tight vs. loose coupling of sustainable innovation, and sustainable innovation driven by discipline vs. that by passion; (3) Focal firms in the innovation ecosystem resolve these three innovation paradoxes with structural, contextual, and coordinated ambidextrous capabilities, and build innovation paradox management mechanisms with three steps in sequence, namely by establishing dual sustainable strategic innovation units, strengthening sustainable organizational ties between the internal and external, while co-creating and sharing innovation values, and, finally, promoting the formation and development of their sustainable innovation ecosystem. This paper complements and enriches the innovation ecosystem and ambidextrous capability theory, providing significant practical guidance to the sustainable development of aerospace enterprises.

show abstract

Autonomy, Conformity and Organizational Learning

Cited by 5 publications

References 27 publications

Learning Organization Practices in Latvian Schools: Perspectives from School Staff, Students, and Parents

Learning Organization Practices in Latvian Schools: Perspectives from School Staff, Students, and Parents

Education Policy Institutions’ Comprehension of the School as a Learning Organisation Approach: A Case Study of Latvia

Managing Innovation Paradox in the Sustainable Innovation Ecosystem: A Case Study of Ambidextrous Capability in a Focal Firm

Contact Info

Product

Resources

About