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Journal articles on the topic 'Change through learning'

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Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Ball, Jannie, and Bob Crook. "MANAGING CHANGE THROUGH DISTANCE LEARNING." Community College Journal of Research and Practice 21, no. 1 (January 1997): 13–22. http://dx.doi.org/10.1080/1066892970210102.

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O’Hara, Suzanne. "Organizational change through individual learning." Career Development International 1, no. 4 (July 1996): 38–41. http://dx.doi.org/10.1108/13620439610124729.

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3

Masalin, Leena. "Nokia Leads Change Through Continuous Learning." Academy of Management Learning & Education 2, no. 1 (March 2003): 68–72. http://dx.doi.org/10.5465/amle.2003.9324027.

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4

Nilson, Glenn E. "Organizational Culture Change Through Action Learning." Advances in Developing Human Resources 1, no. 2 (May 1999): 83–95. http://dx.doi.org/10.1177/152342239900100207.

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5

Boone, Joyce. "Leading learning organizations through transformational change." International Journal of Educational Management 29, no. 3 (April 13, 2015): 275–83. http://dx.doi.org/10.1108/ijem-06-2013-0096.

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Purpose – There are two conditions that threaten to derail the American education system as we know it: the poor state of the US economy in America and the less than effective structure of the American education system. Researchers and practitioners are searching to identify tools and strategies that can help to restore confidence in the soundness of the US education system. One such strategy is blended learning delivery formats. The purpose of this paper is to examine implications of and recommend blended learning strategies. Design/methodology/approach – This writing presents a description of the problem, an abridged review of related literature, a discussion of the possibilities for blended learning in academic organizations, and the associated transformational change implications. It is presented as a decision-making tool for administrators to consider including blended learning formats in their strategies to address the effects of the questionable outlook of the US economy and the outdated structure of the US education system. Findings – The writing concludes with recommendations for leading the change to blended learning formats in learning organizations. Originality/value – The information in the paper is presented as a decision-making tool for educational administrators in considering blended learning strategies for their organizations.

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6

Younger, Jon, René Sorensen, Christine Cleemann, Aaron Younger, Allan Freed, and Sanne Moller. "Accelerating strategic change through action learning." Strategic HR Review 12, no. 4 (June 14, 2013): 177–84. http://dx.doi.org/10.1108/shr-02-2013-0013.

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7

Davies, Brent, and Trevor Kerry. "Improving Student Learning Through Calendar Change." School Leadership & Management 19, no. 3 (August 1999): 359–71. http://dx.doi.org/10.1080/13632439969104.

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8

Yoshizaki, Satoko. "Change of Motivation through Active Learning." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): 3PM—2–035–3PM—2–035. http://dx.doi.org/10.4992/pacjpa.78.0_3pm-2-035.

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9

Vogel-Boeker, Colette. "Managerial Learning and Coaching Through Organizational Change." Academy of Management Proceedings 2012, no. 1 (July 2012): 14149. http://dx.doi.org/10.5465/ambpp.2012.14149abstract.

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10

Oakes, Jeannie, and John Rogers. "Radical change through radical means: learning power." Journal of Educational Change 8, no. 3 (April 21, 2007): 193–206. http://dx.doi.org/10.1007/s10833-007-9031-0.

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11

Statti, Aubrey L. C., and Kelly M. Torres. "Creating Agents of Change through Doctoral Learning." Impacting Education: Journal on Transforming Professional Practice 6, no. 1 (March 11, 2021): 17–21. http://dx.doi.org/10.5195/ie.2021.115.

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The proposed article seeks to provide a case study of a doctoral program aspiring to create change through student progress and provide an overview of how they have structured program curricula to promote academic and professional growth and empower students to become global leaders. Further, this proposed article is focused on providing a focus on the importance of learning technologies and how doctoral students develop the skill sets and expertise needed to employ technology into educational and organizational contexts to enhance academic outcomes, instructional approaches, and employee productivity. Particularly, information will be provided on the importance of providing students access to cutting edge technologies that are transforming the landscape of educational and organizational learning.

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12

Coghlan, David, and Paul Coughlan. "Effecting Change and Learning in Networks Through Network Action Learning." Journal of Applied Behavioral Science 51, no. 3 (June 26, 2014): 375–400. http://dx.doi.org/10.1177/0021886314540210.

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Ittipongse, Ammara, and Idhisak Sridam. "Influencing Cyber Laboratory Conceptual Change Through Laboratory Learning." Procedia - Social and Behavioral Sciences 197 (July 2015): 2539–43. http://dx.doi.org/10.1016/j.sbspro.2015.07.618.

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Fletcher, Gillian, Kyaw Thu, Pyae Phyo Maung, Naw Margueritta Mu Yeh Hpeh, and Kyaw Myint. "The Paung Ku model: encouraging change through learning." Development in Practice 24, no. 2 (February 17, 2014): 298–306. http://dx.doi.org/10.1080/09614524.2014.884995.

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15

Redman, Tom, and Jim Grieves. "Managing strategic change through TQM: learning from failure." New Technology, Work and Employment 14, no. 1 (March 1999): 45–61. http://dx.doi.org/10.1111/1468-005x.00052.

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16

Teague, Ginger M., and Vincent A. Anfara. "Professional Learning Communities Create Sustainable Change through Collaboration." Middle School Journal 44, no. 2 (November 2012): 58–64. http://dx.doi.org/10.1080/00940771.2012.11461848.

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17

Cherkowski, Sabre, and Leyton Schnellert. "Teacher, team, and school change through reciprocal learning." Teacher Development 22, no. 2 (July 31, 2017): 229–48. http://dx.doi.org/10.1080/13664530.2017.1338197.

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18

Bleach, Josephine. "Learning networks – enabling change through community action research." Educational Action Research 24, no. 1 (January 2, 2016): 21–33. http://dx.doi.org/10.1080/09650792.2015.1135069.

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19

Sonnenberg, Frank, and Beverly Goldberg. "Encouraging Employee‐Led Change Through Constructive Learning Processes." Journal of Business Strategy 13, no. 6 (June 1992): 53–57. http://dx.doi.org/10.1108/eb039528.

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Purnomo, Agus, Bayu Kurniawan, and Khofifatu Rohmah Adi. "Expanding Learning Environment through Mobile Learning." International Journal of Emerging Technologies in Learning (iJET) 15, no. 07 (April 8, 2020): 123. http://dx.doi.org/10.3991/ijet.v15i07.13215.

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Technological developments change the point of view in learning. Learning space is not limited to conventional classrooms in schools. With technology, there is an opportunity to expand the learning environment through the development of mo-bile learning. This research design is the basic development of mobile learning in higher education. The purpose is to produce prototypes of online learning materi-als in physical geography courses. The test results are limited to one class show-ing positive responses from prospective users. Flexibility and ease of access make them able to learn according to the time they want. However, the limitations of this research are only limited to certain science courses, and it needs further development for social science courses.

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Snelgrove, Ryan, and Laura Wood. "Cocreating Change Through Sport-Based Social Entrepreneurship." Sport Management Education Journal 15, no. 1 (April 1, 2021): 57–59. http://dx.doi.org/10.1123/smej.2020-0030.

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This article describes the design of an undergraduate course in which students learn how to cocreate change using social entrepreneurship. This approach is presented as a way of broadening sport management students’ awareness of nontraditional career opportunities and facilitating an understanding of the skills and knowledge necessary to succeed as a social entrepreneur. Drawing on situational learning theory and cognitive learning theory, the course facilitates learning through student engagement in a community of practice and weekly workshops.

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Abdillah, Leon Andretti. "Exploring Student’s Blended Learning through Social Media." ComTech: Computer, Mathematics and Engineering Applications 7, no. 4 (December 31, 2016): 245. http://dx.doi.org/10.21512/comtech.v7i4.2495.

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Information technology (IT) has been used widely in many aspects of our daily life. Social media as a leading application on the internet has changed many aspects of life become more globalized. This article discussed the use of social media to support learning activities for students in the faculty of computer science. The author used Facebook and WordPress as an alternative to electronic learning, those were: 1) online attendance tool, 2) media storage and dissemination of course materials, 3) and event scheduling for the lectures. Social media succeed to change the way of modern learning styles and environment. The results of this study are some learning activities such as (1) Preparation, (2) Weekly meeting activities, (3) Course Page, (4) Social Media as Online Attendance Tool, (5) Social Media as Learning Repository and Dissemination, and (6) Social Media as Online Event Scheduling. Change conventional learning model becomes visual and distanceless.

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23

Hazarika, Anjali. "Leading and Executing Industry Change through a Learning Network." Vikalpa: The Journal for Decision Makers 33, no. 3 (July 2008): 63–78. http://dx.doi.org/10.1177/0256090920080305.

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There is a widespread recognition of the fact that organizations need to continuously enhance their capabilities to be able to retain a competitive edge in a highly complex business environment. One of the mechanisms available to them is an intercorporate learning network. This paper reports on the way a learning network— National Petroleum Management Programme (NPMP)— was set up and institutionalized to address the strategic needs of the petroleum industry in India. It focuses on the external and internal drivers for change and describes the key challenges encountered in translating change. It also demonstrates the advantage of collaboration between oil and gas companies as a strategy to deal with competitive times. The objectives of setting up NPMP was to: develop among the enterprises a shared understanding on the strategic advantage of collaboration in the competitive environment to help the industry in meeting its objectives of growth and vitality act as a catalytic agent for initiating macro level changes in the policies and practices in petroleum enterprises provide a range of learning opportunities and services. The dynamics of the Network provide a critical lens for analysing how change is impacted and dealt with in the petroleum industry in India. The author addresses some of the management issues involved in the process. The challenges include: motivating members to participate on a joint cost-sharing basis building upon and dissemination of new knowledge translating change through the Learning Network. Finally, the author points out the implications for HR professionals and suggests what new skills and competencies they need to develop for managing change.

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Reades, Jonathan, Jordan De Souza, and Phil Hubbard. "Understanding urban gentrification through machine learning." Urban Studies 56, no. 5 (September 25, 2018): 922–42. http://dx.doi.org/10.1177/0042098018789054.

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Recent developments in the field of machine learning offer new ways of modelling complex socio-spatial processes, allowing us to make predictions about how and where they might manifest in the future. Drawing on earlier empirical and theoretical attempts to understand gentrification and urban change, this paper shows it is possible to analyse existing patterns and processes of neighbourhood change to identify areas likely to experience change in the future. This is evidenced through an analysis of socio-economic transition in London neighbourhoods (based on 2001 and 2011 Census variables) which is used to predict those areas most likely to demonstrate ‘uplift’ or ‘decline’ by 2021. The paper concludes with a discussion of the implications of such modelling for the understanding of gentrification processes, noting that if qualitative work on gentrification and neighbourhood change is to offer more than a rigorous post-mortem then intensive, qualitative case studies must be confronted with – and complemented by – predictions stemming from other, more extensive approaches. As a demonstration of the capabilities of machine learning, this paper underlines the continuing value of quantitative approaches in understanding complex urban processes such as gentrification.

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25

Kai Shun, Mr Lam. "Teaching and Learning Mathematical Philosophy Through Infinity." Academic Journal of Applied Mathematical Sciences, no. 72 (February 17, 2021): 94–105. http://dx.doi.org/10.32861/ajams.72.94.105.

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Lam [1], explained how mathematics is not only a technical subject but also a cultural one. As such, mathematical proofs and definitions, instead of simply numerical calculations, are essential for students when learning the subject. Hence, there must be a change in Hong Kong’s local teachers’ pedagogies. This author suggests three alternative way to teach mathematical philosophy through infinity. These alternatives are as follows: 1. Teach the concept of a limit in formalism through story telling, 2. Use geometry to intuitively learn infinity through constructivism, and 3. Implement schematic stages for proof by contradiction. Simultaneously, teachers should also be aware of the difficulties among students in understanding different abstract concepts. These challenges include the following: 1. Struggles with the concept of a limit, 2.Mistakes in intuitively computing infinity, and 3. Challenges in handling the method of proof by contradiction. Adopting these alternative approaches, can provide the necessary support to pupils trying to comprehend the above mentioned difficult mathematical ideas and ultimately transform students’ beliefs [2]. One can analyze these changed beliefs against the background of con-ceptual change. According to Davis [3], “this change implies conceiving of teaching as facili-tating, rather than managing learning and changing roles from the sage on the stage to a guide on the side”. As a result, Hong Kong’s academic results in mathematics should hopefully improve.

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Kaminskienė, Lina, and Nano Khetsuriani. "Personalisation of learning through digital storytelling." Management 24, no. 1 (June 29, 2019): 153–66. http://dx.doi.org/10.30924/mjcmi.24.1.10.

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The article discusses curriculum management changes while trying to respond to the challenge of learning personalisation in the field of lower-secondary education in Lithuania. The paper investigates what transformations learning personalisation might bring into educational practices and how they change regular curriculum management practices starting from learning environment, new roles of teachers, combining individual and group work in the classroom environment and development of new learning scenarios. This article is based on the findings of a case study of one of the Lithuanian lower secondary schools, when a new learning scenario was implemented creatively applying a digital storytelling method. The research indicates that students’ active classroom participation increased, driven by the personalised approach and the use of diverse digital media. The article reveals that learning personalisation supported by technologies brings changes to the classroom management practices and strengthens teacher-student and peer-to-peer collaboration.

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Schettino, Carmel. "Teaching Geometry through Problem-Based Learning." Mathematics Teacher 105, no. 5 (December 2011): 346–51. http://dx.doi.org/10.5951/mathteacher.105.5.0346.

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Vaughn, Ashley R., Rhonda D. Brown, and Marcus L. Johnson. "Understanding Conceptual Change and Science Learning through Educational Neuroscience." Mind, Brain, and Education 14, no. 2 (February 11, 2020): 82–93. http://dx.doi.org/10.1111/mbe.12237.

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29

Somers-Clark, Carole, and Logan Jones. "The Clinical Rhombus Revisited: Learning through Resistance and Change." Journal of Pastoral Care 47, no. 3 (September 1993): 207–15. http://dx.doi.org/10.1177/002234099304700302.

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Illustrates via the monitoring of an actual unit of Clinical Pastoral Education the reality of the clinical rhombus–a conceptual model that depicts the complex psychological and social nature of the learning environment. Shows how CPE supervisors utilize the clinical rhombus intentionally and unintentionally. Uses a case study to demonstrate the critical and creative possibilities for change when the rhombus is related to the project of pastoral formation.

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Demediuk, Peter, and Rolf Solli. "Better Together: Learning and Change through a Citizen Panel." International Journal of Learning: Annual Review 18, no. 3 (2012): 9–22. http://dx.doi.org/10.18848/1447-9494/cgp/v18i03/47536.

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Dobson, Helen E., and C. Bland Tomkinson. "Creating sustainable development change agents through problem‐based learning." International Journal of Sustainability in Higher Education 13, no. 3 (July 6, 2012): 263–78. http://dx.doi.org/10.1108/14676371211242571.

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32

She, Hsiao-Ching. "Fostering radical conceptual change through dual-situated learning model." Journal of Research in Science Teaching 41, no. 2 (2004): 142–64. http://dx.doi.org/10.1002/tea.10130.

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33

Hendry, Chris. "Understanding and Creating Whole Organizational Change Through Learning Theory." Human Relations 49, no. 5 (May 1996): 621–41. http://dx.doi.org/10.1177/001872679604900505.

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34

Bentz, Julia. "Learning about climate change in, with and through art." Climatic Change 162, no. 3 (August 7, 2020): 1595–612. http://dx.doi.org/10.1007/s10584-020-02804-4.

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Abstract Effective strategies to learn about and engage with climate change play an important role in addressing this challenge. There is a growing recognition that education needs to change in order to address climate change, yet the question remains “how?” How does one engage young people with a topic that is perceived as abstract, distant, and complex, and which at the same time is contributing to growing feelings of sadness, hopelessness, and anxiety among them? In this paper, I argue that although the important contributions that the arts and humanities can make to this challenge are widely discussed, they remain an untapped or underutilized potential. I then present a novel framework and demonstrate its use in schools. Findings from a high school in Portugal point to the central place that art can play in climate change education and engagement more general, with avenues for greater depth of learning and transformative potential. The paper provides guidance for involvement in, with, and through art and makes suggestions to create links between disciplines to support meaning-making, create new images, and metaphors and bring in a wider solution space for climate change. Going beyond the stereotypes of art as communication and mainstream climate change education, it offers teachers, facilitators, and researchers a wider portfolio for climate change engagement that makes use of the multiple potentials of the arts.

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35

Valleala, Ulla Maija, Sanna Herranen, Kaija Collin, and Susanna Paloniemi. "Fostering Learning Opportunities Through Employee Participation Amid Organizational Change." Vocations and Learning 8, no. 1 (September 25, 2014): 1–34. http://dx.doi.org/10.1007/s12186-014-9121-0.

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36

Taylor, Simon, and Ben Jones. "Tackling climate-science learning through futures thinking." Set: Research Information for Teachers, no. 3 (December 20, 2020): 23–29. http://dx.doi.org/10.18296/set.0183.

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This study examined the role of a future-oriented scenario with secondary school students using diorama construction which included climate-change knowledge and envisioning alternative futures. To explore the potential role of futures-thinking modelling, students from one class participated in a 12-week cross-curricular inquiry with their teachers. Jensen’s (2002) dimensions of action-oriented knowledge are used to examine the climate-change knowledge developed by the students. Four common images of the future (Dator, 2014) are incorporated as models to forecast alternative futures. The findings suggest the value of future-oriented dioramas for developing climate-change understanding and futures thinking.

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37

Geiger, Nathaniel, Janet K. Swim, John Fraser, and Kate Flinner. "Catalyzing Public Engagement With Climate Change Through Informal Science Learning Centers." Science Communication 39, no. 2 (March 25, 2017): 221–49. http://dx.doi.org/10.1177/1075547017697980.

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Using the head, heart, and hands model, we examined a training program designed to catalyze national public engagement with climate change through informal science learning centers (e.g., aquariums, zoos). Survey data were collected from visitors ( N = 7,285) observing 1,101 presentations at 117 U.S. institutions before and after presenters participated in communication training. Visitors who attended posttraining (vs. pretraining) presentations reported greater understanding of climate change (head), hope (heart), and intentions to engage in community action (hands). As hypothesized, results suggested these changes were due to an increase in presenters’ discussion of climate change and use of effective communication techniques.

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Dopico, Eduardo, and Dolores Pevida. "PBL Teaching Method through Cooperative Learning." Global Journal of Educational Studies 3, no. 1 (March 20, 2017): 53. http://dx.doi.org/10.5296/gjes.v3i1.10954.

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The challenges proposed by the knowledge society requires a change of mentality and routines of our students. Consequently, a shift is also needed in the role played by teachers in their education. 34 secondary school teachers from three Spanish high schools, from Ceuta, Madrid and Asturias, working as part of a network, began to introduce project-based learning (PBL) and cooperative learning to facilitate this change. We analyze the correlations between the beliefs and the attitudes of teachers when they were initiating a methodological transition in their patterns of teaching. At the same time, we compare the competencies and strategies related with PBL that 372 secondary school students from these high schools consider being personally important with those who they believe necessary to improve their learning or to be successful with academic requirements.

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Guthrie, Kathy L., and Holly McCracken. "Teaching and learning social justice through online service-learning courses." International Review of Research in Open and Distributed Learning 11, no. 3 (October 15, 2010): 78. http://dx.doi.org/10.19173/irrodl.v11i3.894.

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Creating a virtual classroom in which diverse students feel welcome to discuss and experience topics related to social justice, action, and change is a study in the value of connectedness and collaboration. Through a combination of technologies, pedagogies, and on-site experiences, virtual cultures develop that encourage the formation of demanding yet stimulating learning environments in which communications and interactions are intellectually transformative. This article explores student perceptions of their participation in an online service-learning course while working in local service organizations. Qualitative methodology was used to identify the philosophical intersection at which multiple pedagogies meet: social justice, service-learning, civic engagement, and leadership as instructed in a web-based environment. This study illustrates the capacity for intentionally constructed online educational experiences focused on social justice, civic engagement, and leadership to affect learning and to provide educators with pedagogical best practices to facilitate requisite change in teaching practice.

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Thaha Abdullateef, Shifan. "Remote Learning: Fostering Learning of 21st Century Skills through Digital Learning Tools." Arab World English Journal 7, no. 1 (July 15, 2021): 190–201. http://dx.doi.org/10.24093/awej/call7.14.

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The shift from in-person to remote learning has have led to crisis management. Teachers find it more challenging as content designing and presentation have to undergo drastic change. Though many face-to-face methodologies could be adapted in the online context, Yet, “one size fits all approach” cannot be standardized in remote learning setups. The critical challenge in this ‘new era’ is to make the learners motivated, productive, and responsible. The study aims to find the impact of four digital tools: Discussion Forums, Kahoot, Padlet, and FlipGrid in fostering 21st-century skills and identify the existing gaps between Remote Learning and instructional activities in the EFL context. The study adopts a quantitative approach. First, it tries to examine the utilization of the digital learning tools under Blackboard by the faculty at the Department of English at Prince Sattam University and find out the impact of digital tools in fostering 21st-century skills on the undergraduate students pursuing level six. From the results of the study, it is evident that digital learning tools empower learners. The study recommends significant changes in the pedagogies. Finally, the study suggests rubrics be taken into consideration while choosing digital tools to foster 21 st century skills.

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41

Van Boening, Lois. "Innovation in Curriculum: Growth through Change." Mathematics Teaching in the Middle School 5, no. 1 (September 1999): 27–33. http://dx.doi.org/10.5951/mtms.5.1.0027.

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AS A MATHEMATICS TEACHER, ONE OF MY primary goals has been to help all students attain success in mathematics. I believe that if students are to achieve in mathematics, they must be motivated to learn. To help provide this motivation, I let them know that I love mathematics and that mathematics is a fundamental part of their lives. Making a commitment to continue learning about how children learn mathematics best is an indirect way that I try to achieve this goal.

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Ma, Janaina, and Diego Mota Vieira. "Aprendizado e mudança em políticas públicas: explorando possibilidades no Modelo de Coalizões de Defesa." Revista de Administração Pública 54, no. 6 (December 2020): 1672–90. http://dx.doi.org/10.1590/0034-761220190381.

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Abstract This article aims to advance the discussion about the influence of knowledge and policy learning on policy change, taking the Advocacy Coalition Framework as reference. We propose unlinking the comprehension of learning through change in two perspectives. First, we suggest apprehending the relation between knowledge and policy learning, through the use of knowledge, assuming that different forms of learning are possible, depending on the context of decision-making. Then, relying on the contributions of the theory of gradual institutional change, we suggest using the notion of institutional dynamics, in order to capture the explanatory power of knowledge and policy learning both in stasis and change situations. We aim to contribute to diminish the skepticism presented in the literature about the influence of knowledge and policy learning in the policy process.

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43

Istikomah, Endang. "The INTEGRAL CALCULUS MODULE THROUGH MOBILE LEARNING IN MATHEMATICS LEARNING." Mathematics Research and Education Journal 4, no. 1 (August 24, 2020): 1–6. http://dx.doi.org/10.25299/mrej.2020.vol4(1).4149.

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. The purpose of this research is to give information to educators and students that the use of modules accompanied by IT can make learning more effective. Furthemore, the purpose of using the integral calculus module through mobile learning is to be able to change the way students learn, make it easier for students to understand integral concepts, be able to study anywhere and without lecturers, change the smartphone function from just playing social media to learning. This type of research is a qualitative descriptive study through in-depth observation and interviews. The mathematics module is a reference that can facilitate students in learning. Integral calculus for one of the courses that require modules to make learning easier and more enjoyable. Moreover, the module is juxtaposed with mobile learning. Modules are designed by lecturers who teach based on their experience while teaching, so that the language, content, sentence modules that are paired by mobile learning are more favored by students and can follow the speed of their mathematics learning. Therefore, educators can use modules and mobile learning applications in learning mathematics.

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44

Tillema, H. H., and W. E. Knol. "Promoting student teacher learning through conceptual change or direct instruction." Teaching and Teacher Education 13, no. 6 (August 1997): 579–95. http://dx.doi.org/10.1016/s0742-051x(97)80002-9.

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45

Tao, Ping-Kee, and Richard F. Gunstone. "Conceptual change in science through collaborative learning at the computer." International Journal of Science Education 21, no. 1 (January 1999): 39–57. http://dx.doi.org/10.1080/095006999290822.

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46

Dart, B. C., G. M. Boulton‐Lewis, J. M. Brownlee, and A. R. McCrindle. "Change in knowledge of learning and teaching through journal writing." Research Papers in Education 13, no. 3 (October 1998): 291–318. http://dx.doi.org/10.1080/0267152980130305.

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47

French, Jill, and Ed Kuczaj. "Working Through Loss and Change With People With Learning Difficulties." Journal of the British Institute of Mental Handicap (APEX) 20, no. 3 (August 26, 2009): 108–11. http://dx.doi.org/10.1111/j.1468-3156.1992.tb00669.x.

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48

Nuer, Lara H. "Learning as leadership.A methodology for organizational change through personal mastery." Performance Improvement 38, no. 10 (November 1999): 9–13. http://dx.doi.org/10.1002/pfi.4140381003.

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49

Watson, Margaret, and Linda Banwell. "Adding value to learning through cultural change: the Northumbrian experience." New Library World 102, no. 11/12 (December 2001): 452–58. http://dx.doi.org/10.1108/03074800110411893.

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Seitz, Aaron R. "Perceptual Learning: How Does the Visual Circuit Change through Experience?" Current Biology 30, no. 21 (November 2020): R1309—R1311. http://dx.doi.org/10.1016/j.cub.2020.08.097.

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