Study of the Entrepreneurship in Universities as Learning Organization Based on Senge Model

Nejad, Bahareh Azizi; Abbaszadeh, Mir Mohammad Seiied; Hassani, Mohammad Reza; Bernousi, Iraj

doi:10.5539/ies.v5n1p67

Cited by 4 publications

(1 citation statement)

References 16 publications

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“…The essence of this viewpoint is that organizations must nurture a positive propensity to learn, adapt and change by weaving in a set of core processes or disciplines that expand the ability of the firm to shape its future (Jamali et al, 2006). The empirical research by Azizi Nejad et al (2012) show that there is a direct positive link between learning organization's dimensions accentuated by Senge (1990) and the manifestation of the phenomenon of entrepreneurship in the organization.…”

Section: The Object Through Which Learning Organization's Vulnerabili...mentioning

confidence: 99%

Challenges to the Learning Organization in the Context of Covid-19 Pandemic Uncertainty: Creativity – Based Response

Vainauskienė

Vaitkienė

2022

Creativity Studies

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The COVID-19 pandemic poses several challenges transforming the learning organization. The retention of sustainability in the context of COVID-19 pandemic uncertainty requires immediate response. Therefore, this paper addresses the following research question: how does organizational creativity contribute to managing challenges in the context of COVID-19 pandemic uncertainty as a precondition for resilience? Thus, the paper offers several contributions. First of all, the research dwells on the conceptual attributes of the learning organization: the object is identified and substantiated, the ways the learning organization’s vulnerability manifests itself through are presented; the factors creating the learning organization’s COVID-19 pandemic vulnerability are discussed; it is identified what capacities are necessary and in what learning processes they develop to reduce the learning organization’s COVID-19 pandemic vulnerability. Secondly, the paper identifies and discusses critical challenges to the learning organization caused by COVID-19 pandemic uncertainty, the ones that the organization must react to immediately to reduce its COVID-19 pandemic vulnerability: rapid social innovation cycle, expansion of organizational learning and optimisation of perceived organizational support for employee trust and commitment. Thirdly, the paper discuss how creativity is important for response.

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Section: The Object Through Which Learning Organization's Vulnerabili...mentioning

confidence: 99%

Challenges to the Learning Organization in the Context of Covid-19 Pandemic Uncertainty: Creativity – Based Response

Vainauskienė

Vaitkienė

2022

Creativity Studies

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Is the learning organization idea relevant to higher educational institutions? A literature review and a “multi-stakeholder contingency approach”

Örtenblad¹,

Koris

2014

International Journal of Educational Management

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Purpose – The purpose of this paper is to examine systematically and reflectively the relevance of four different aspects/types of the learning organization idea to higher educational institutions (HEIs), from three ideal-typical stakeholder perspectives: the managerial perspective, the employee perspective and the societal perspective. Design/methodology/approach – Literature review of 73 prior works on the relevance of the learning organization idea to HEIs, and a systematic examination from different stakeholder perspectives, i.e. an examination based on a “multi-stakeholder contingency approach.” Findings – The learning organization idea needs to be reformulated to some extent to become fully relevant to HEIs. Research limitations/implications – The “multi-stakeholder contingency approach” can be used advantageously in any contextualization study of the learning organization idea as well as in contextualizing any other fashionable management idea. Practical implications – The learning organization idea should not be adopted uncritically by HEIs, nor should it be uncritically rejected. In particular, HEIs should avoid becoming too organic and instead, be moderate when adopting the “learning structure” aspect/type of the learning organization idea. Social implications – It is recommended that the societal perspective be prioritized, in that HEIs are mainly for society. Originality/value – In contrast to the previous stock of literature on HEIs as learning organizations, which, generally speaking, is non-cumulative, uncritical, incongruent and unsystematic, this paper systematically and reflectively examines the relevance of various definitions of the learning organization from diverse and explicit stakeholder perspectives.

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The Adoption Rate of Isfahan University of Medical Sciences with Components of the Learning Organization from the Perspective of Senior and Middle University Managers

Jabali

Tadayon

Monemian

2019

mshsj

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Background: Universities of Medical Sciences are required to take steps to implement dimensions of the learning organization due to their wide-range of activities and their role in maintaining and improving the community health. This study was conducted to determine the compliance of Isfahan University of Medical Sciences with the components of learning organization. Methods: This descriptive-analytic study was conducted among all senior and middle managers of Isfahan University of Medical Sciences at the Central headquarters, colleges, and hospitals. For data collection, the standard Neife Learning Organization Questionnaire (2001) was applied .Validity of the questionnaire was evaluated in terms of content validity based on the experts' opinion and the questionnaire's reliability was confirmed by calculating the Cronbach's alpha coefficient of 0.89. Data were analyzed using descriptive and analytical statistics such as Pearson correlation coefficient, t-test, and Spearman correlation coefficient through SPSS 20. Results: The compliance rate of Isfahan University of Medical Sciences with components of the learning organization was 72.60 from the viewpoint of the senior and middle managers of this university in total. The highest mean score was attributed to the individual skills (77.60) and the lowest mean scores were related to the components of mental models (67.03), team learning (70.70), and shared vision (72.20), respectively. Independent t-tests showed that the total mean score of adoption with the learning organization and scores of the shared vision, team learning, and systematic thinking components were significantly higher in male than female managers (p < 0.05). Conclusion: The Isfahan University of Medical Sciences' compliance with characteristics of the learning organization is at a desirable level. Managers and authorities can achieve the highest level of learning organization by improving all components of the learning organization, especially the mental model, team learning, and shared vision.

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Study of the Entrepreneurship in Universities as Learning Organization Based on Senge Model

Cited by 4 publications

References 16 publications

Challenges to the Learning Organization in the Context of Covid-19 Pandemic Uncertainty: Creativity – Based Response

Challenges to the Learning Organization in the Context of Covid-19 Pandemic Uncertainty: Creativity – Based Response

Is the learning organization idea relevant to higher educational institutions? A literature review and a “multi-stakeholder contingency approach”

The Adoption Rate of Isfahan University of Medical Sciences with Components of the Learning Organization from the Perspective of Senior and Middle University Managers

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