Organizational learning and the effective management of complexity

Reyes, Alfonso

doi:10.1108/03684921211229424

Cited by 5 publications

(5 citation statements)

References 3 publications

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“…This means that the cooperative work left an installed capacity in the regional university for these curricular and pedagogical processes. Moreover, this group of leader teachers strengthens the university, not only in the area of curricular reform but also in all academic aspects, provided that other strategic development lines suggested by Reyes (2012) (i.e. increasing access to higher education for people in municipalities of the region) depend on the capacity of the university to establish internal curricular processes and to give pedagogical support to other educative institutions in the region.…”

Section: Discussionmentioning

confidence: 99%

“…Both universities had been cooperating in academic matters for long time, in an attempt to improve the quality of higher education in the country. In 2012, this regional university had set the goal of developing six strategic lines: curricular reform, improving applied research, building relationships with schools, strengthening the use of information and communication technology (ICT), developing social responsibility projects and increasing access to higher education for people in municipalities of the region (Reyes, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Pedagogical mentoring and transformation of teaching practices in university

Hernández

Flores

2019

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Purpose The purpose of this paper is to identify how pedagogical mentoring contributed to the transformation of teachers’ pedagogical practices and to the consolidation of a team of autonomous leaders in a Colombian regional university, within the framework of a curricular reform. Design/methodology/approach The paper is a qualitative research under the methodology of experience systematization. In this methodology, the participants and researchers analyze experiences and generate knowledge about why processes are developed in a particular way. This requires organizing, reconstructing and interpreting facts and experiences. In education, the main actors (teachers) research their own pedagogical practice, developing critical thinking and generating curricular and pedagogical knowledge. Findings Results show that pedagogical mentoring was effective in achieving the proposed objectives by means of learning conversations. The entire process addressed the curriculum in all its complexity, encouraged reflection about the teachers’ pedagogical practice and empowered them as designers, implementers and evaluators of the curriculum. Research limitations/implications Curricular reforms are complex educational phenomena. In this study, the authors limited the analysis to understanding how to generate a new community of practice with teachers to implement curricular changes in all their complexity. Other actors such as principals or students were not included in the process. Originality/value The systematization of this experience shows that pedagogical mentoring is a successful strategy to develop a curricular reform in a participative manner. In addition, it provides elements – from both pedagogical practice and theory – to foster communities of reflexive teachers who are ultimately the actual designers and implementers of curricula that can tackle the challenges of education for the twenty-first century.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Pedagogical mentoring and transformation of teaching practices in university

Hernández

Flores

2019

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“…By using recognition of the dialectical systems theory and its law of requisite holism (Mulej, 1974 and later;Mulej et al, 2013), we have created a dialectical system consisting of the main transversal competencies as suggested by the European Parliament (EC, 2018) and their mutual relationships and researched their influence on entrepreneurship. Also, our research was relied on cybernetic law of requisite variety (Ashby, 1966) to show that effective learning requires designing structural mechanisms with requisite variety (Reyes, 2012). In the given context, requisite variety can be provided by action learning approach through using above-mentioned contemporary learning methods.…”

Section: Research Design and Methodologymentioning

confidence: 99%

A cyber-systemic learning action approach towards selected students’ competencies development

Štrukelj

Zlatanović

Nikolić

et al. 2019

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Purpose The purpose of this paper is to prove that it is possible and necessary that higher education institutions develop appropriate competencies of students during the learning process as required by the practice if teachers use the systemic approach and cybernetics knowledge. The authors especially research the importance of competence entrepreneurship and how to stimulate entrepreneurship by developing competencies of creativity, teamwork and communication. Design/methodology/approach Based on systems theory, transversal competencies entrepreneurship, creativity, teamwork and communication, as well as their interdependence, were requisitely holistic selected. In the selection of diverse contemporary learning methods, the authors started from an action research approach that implies learning by doing, i.e. participation of students. With the use of statistical methods, the authors showed that a cyber-systemic requisite holistic learning action approach based on interdependence of teacher and students learning process results in innovation of researched transversal competencies. Findings Based on two quantitative and qualitative researches of 96 students’ competencies, the authors found out that when using contemporary learning methods, the desired results can be achieved. In described learning process everyone involved gained: both the teacher and the students. Research limitations/implications The survey does not include verifying the usefulness of developed competencies in practice. Also, the study only covers the findings of the research study of one academic year. Practical implications The research is important for the practice of higher education, as it demonstrates that the teacher is with a targeted focus on the selected viewpoints able to effectively improve students’ competencies. Social implications If higher education’s institutions take a strategic decision to target improvement of the transversal competencies of students, they will be easier and faster to employ, and practice will get more relevant employees. The economy will be more efficient and effective. Originality/value According to the authors’ knowledge, no research measures the development of selected transversal competencies using the contemporary learning methods, based on cyber-systemic learning action approach. The authors found out that the methods used have influenced the final results, which show that all measured students’ transversal competencies have improved.

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“…It has been considered as an emerging technology that makes an impact on the workforce (Chang, 2016). An e-learning approach mixes electronic learning with direct speeches where pupils can have the opportunity to enhance more personal and team capabilities (Reyes, 2012). Many organizations use e-learning as an approach to learning, it has been a popular and essential trend in recent years.…”

Section: Electronic-learning Systemsmentioning

confidence: 99%

The effect of knowledge management, e-learning systems and organizational learning on organizational intelligence

Soltani

Zareie

Rajabiun

et al. 2019

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Purpose Nowadays, organizations are facing fast markets’ changing, competition strategies, technological innovations and accessibility of information. In such highly dynamic situations, many factors must be coordinated to realize effective decision-making. In addition, the definition of organizational intelligence is as follows: intellectual ability to answer organizational issues and focus on the unification of human and mechanical abilities for solving problems. This paper aims to investigate important factors (organizational learning, knowledge management and e-learning systems) that influence organizational intelligence. Design/methodology/approach Data have been collected from 290 personnel of tax administration of East Azarbaijan, Iran. For measuring the model’s elements, a questionnaire has been proposed. Surveys have been reviewed by experts with significant experiences in the organizational intelligence field. For statistical analysis of questionnaires, the statistical package social sciences 25 and SMART-partial least squares 0.3 have been used. Findings Findings from the study verify the validity of the design for an organizational intelligence assessment. The outcomes indicate that e-learning systems positively affected organizational intelligence. In addition, they show that the influence of knowledge management and organizational learning on organizational intelligence is important. Originality/value Organizational intelligence’s multidimensional nature makes it a very useful and essential management tool. Therefore, it provides beneficial results for the organizations’ managers to study the important factors affecting it.

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Organizational learning and the effective management of complexity

Cited by 5 publications

References 3 publications

Pedagogical mentoring and transformation of teaching practices in university

Pedagogical mentoring and transformation of teaching practices in university

A cyber-systemic learning action approach towards selected students’ competencies development

The effect of knowledge management, e-learning systems and organizational learning on organizational intelligence

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