The practitioner’s part in making a difference through organizational learning

Reese, Simon

doi:10.1108/tlo-01-2019-169

Cited by 1 publication

(1 citation statement)

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“…Long-term learning is defined as a process that motivates participants to go beyond formal learning, once the formal course or workshop has ended (Boud and Falchikov, 2006). This long-term learning develops key skills and capabilities for the future, leading to improved knowledge retention (Halpern and Hakel, 2003) that may enhance organizational learning in schools and improve school management (Reese, 2019).…”

Section: Introductionmentioning

confidence: 99%

Proposing a new model for long-term learning among mid-level school leaders: toward enhancing organizational learning via simulation training

Shapira‐Lishchinsky

2020

IJEM

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PurposeThe purpose of this paper is to propose a new theory promoting long-term learning among mid-level leaders in schools via simulation training.Design/methodology/approachThe proposed model is derived from the socioecological model, a model that takes into account the multifaceted effects of different disciplines. The proposed interdisciplinary model may be assimilated by considering the ethical-social context of mid-level leaders undergoing simulation training.FindingsA new interdisciplinary model emerges from the original socioecological model. The model's interdisciplinary approach, crossing disciplines such as leadership, management and learning, enables this model to serve as a platform for research that enhances long-term learning among mid-level leaders in schools.Practical implicationsThe elicited model, which can be assimilated via simulation training, may enhance long-term learning among mid-level leaders in schools and help to shape educational policy, improve learning and impact the exchange of knowledge between countries.Originality/valueThe emergent interdisciplinary model is expected to foster thinking beyond the traditional boundaries of each discipline and to enhance long-term learning in an ethical context among mid-level school leaders. The model's interdisciplinary approach, which creates new emergent dimensions suited to the challenges of the 21st century, makes this model a unique platform for research and simulation training that enhances long-term learning.

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Section: Introductionmentioning

confidence: 99%

Proposing a new model for long-term learning among mid-level school leaders: toward enhancing organizational learning via simulation training

Shapira‐Lishchinsky

2020

IJEM

View full text Add to dashboard Cite

show abstract

The practitioner’s part in making a difference through organizational learning

Cited by 1 publication

References 9 publications

Proposing a new model for long-term learning among mid-level school leaders: toward enhancing organizational learning via simulation training

Proposing a new model for long-term learning among mid-level school leaders: toward enhancing organizational learning via simulation training

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