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Journal articles on the topic 'Education organisation'
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1
Lawrence, Neal. "Designing Educational Organisation in a Christian Context." Journal of Education and Christian Belief 2, no. 2 (September 1998): 115–26. http://dx.doi.org/10.1177/205699719800200206.
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IS IT NECESSARY or even possible to design educational organisation after a distinctly Christian pattern? How Christian an organisation is surely depends on more than attaching the label ‘Christian’ or even the carrying out of a Christian mission. There is perhaps an unspoken assumption by Christians that when they organise to carry out a Christian purpose, they will inevitably do so in a Christian way. Ultimately, all Christian organisations have an educating agenda of some sort, ranging from formal school education to a multiplicity of other educating activities. But is a Christian oganisational framework innately present in the carrying out of a Christian educational purpose? This paper explores these issues through several metaphorical perspectives on organisations and seeks to identify some elements of a useable organisational framework for Christian schools.
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Walaszczyk, Ludmiła. "Culture education-based model for the modern organisation." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 153–66. http://dx.doi.org/10.15503/jecs2021.2.153.166.
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Aim. The aim of the research is to support the organisation’s management through raising awareness on cultural diversity in the multicultural environment, and presenting a complex model covering the cultural issues in the multicultural organisation. Methods. The model has been developed based on the research carried out between 2018 and 2021 in the Cultural Risk in the Organisation in the Globalisation Era – Competences vs. Reality project. The author used literature review and a survey questionnaire as research methods. To develop the model for staff management at a multicultural organisation, a survey questionnaire directed to 154 staff members of multicultural organisations in five countries (Poland, Italy, Latvia, Cyprus, and the UK) was used. Results. As a result of the analysis, the following key areas have been identified: cross-cultural awareness, understanding different cultures, stereotypes, communication, teamwork, leadership and hierarchy, learning styles, and qualities in the workplace. The improvement of the staff in the aforementioned areas makes them more aware of the cultural diversity in organisations and of different cultural risks that may occur. Conclusions. There is a strong need for a continued consideration and improvement of the awareness regarding cultural diversity, as it is an element of modern and changing economy which may influence the continuity of every organisation. Cognitive value. Key topics related to competences for mitigating cultural risks were identified. They were used as elements of the complex model which can be used at a multicultural organisation in the process of training the staff in the area of cultural diversity.
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Garnett, Jonathan, Selva Abraham, and Param Abraham. "Using work-based and work-applied learning to enhance the intellectual capital of organisations." Journal of Work-Applied Management 8, no. 1 (March 1, 2016): 56–64. http://dx.doi.org/10.1108/jwam-08-2016-0013.
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Purpose The purpose of this paper is to show how work-based and work-applied learning (WAL) can enhance the intellectual capital of organisations. Design/methodology/approach The paper draws organisational learning- and work-based learning literature and case study illustrations. Findings To achieve major strategic change in organisations requires working at senior level within the organisation to develop the capability of the organisation to learn and apply that learning strategically. WAL is explicitly geared to bring about change and enhance the learning capability within the organisation. Research limitations/implications There is a need for further longitudinal studies of organisations that have used the work-based and WAL approaches. Practical implications The conclusions reached have implications for higher education and non-award bearing executive education. Social implications The alignment of individual learning with organisational objectives positions learning as a co-operative part of working life rather than just individual preparation for employment. Originality/value The paper positions work-based learning and WAL as appropriate responses to the learning needs of organisations as well as individuals.
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Čerkez, Anes, and Emir Avdagić. "Funkcija marketing menadžmenta u organizacijama za obrazovanje odraslih." Obrazovanje odraslih/Adult Education, no. 1 2018 (2018): 49–71. http://dx.doi.org/10.53617/issn2744-2047.2018.18.1.49.
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After adoption of the legal framework in the feld of adult education in Sarajevo Canton, interest of educational institutions for operating in this field is higher and higher. However, due to a very non-stimulating environment and a lack of experience in the field, there is a huge number of organisations for adult education that need professional and financial support to survive. Therefore, in this paper work we examine the ways in which marketing management function is organised in three successful, intentionally selected, organisations for adult education, as well as how they create their marketing mix and what do they consider as less or more important in that process. At the beginning of the work, the theoretical base of adult education concept and marketing management, necessary for understanding of obtained results of the research, is presented. Later, after the presentation of methodological framework, we analysed and interpreted the results for each of three defned tasks of the research: determine and describe the type of organisation of marketing management function and the process of marketing decision-making within levels of organisational structure; determine the approach of an organisation in creating single elements of marketing mix through description of main characteristics of each element; and determine opinions of managers towards the importance of every single element of marketing mix for creating positive image of an organisation. In the absence of appropriate literature that links and explains a relation between these two fields, marketing management and adult education, the work can serve as a guide for adult education organisations in decision-making about the aspects covered by this work.
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Glennon, Russ, Ian Hodgkinson, and Joanne Knowles. "Learning to manage public service organisations better: A scenario for teaching public administration." Teaching Public Administration 37, no. 1 (October 15, 2018): 31–45. http://dx.doi.org/10.1177/0144739418798148.
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In the context of public value, it is argued that there is a need to adopt the learning organisation philosophy to manage public service organisations better. For collaborative work with public sector managers or in management education, a fictitious scenario is presented to develop the concept of the learning organisation as paradox. Faced with multiple and conflicting demands, public managers find it difficult to change organisational behaviour in response to new knowledge. The scenario demonstrates how learning organisation philosophy can be used to translate new knowledge into new behaviours. Key skills required for public managers to exploit the knowledge of all organisational members and confront the challenges of a contested concept, such as public value, are developed and comprise summarising evidence, making judgements, sharing thought processes on a contentious issue, and arriving at a consensus together. Contributions to public administration theory and practice are discussed.
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Urbancová, Hana, and Lucie Vnoucková. "Application of talent and knowledge management in the Czech and Slovak Republics: First empirical approaches." Ekonomski anali 60, no. 205 (2015): 105–37. http://dx.doi.org/10.2298/eka1505105u.
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This paper endeavours to extend existing theories on talent and knowledge management by applying theoretical concepts on real management of organisations. The examination of different definitions of talent management and knowledge management is crucial for capturing their practical impact on central human resource development practices such as education, training, and development. The main aim of the paper is to identify key factors that describe the main approaches to talent management (TM) and ensuring knowledge continuity (EKC), based on analysis of current approaches of organisations in the Czech and Slovak Republics. The results reveal three possible approaches to employees and organisational development. The first type of organisation develops employees within their own organisational rules, the second type of organisation does not support development of employees in any way, and the third type of organisation does not affect employees? development but the employees develop themselves - these can be characterized as ?knowledge employees?. The paper identifies the practical benefits for organisations resulting from talent management and ensuring knowledge continuity. Knowledge continuity and its development guarantee that knowledge is retained within an organisation. Knowledge needs to be transferred to relevant successors who can participate in a talent management programme.
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Meshari, Abdulrahim Zaher, Majed Bin Othayman, Frederic Boy, and Daniele Doneddu. "The Impact of Learning Organizations Dimensions on the Organisational Performance: An Exploring Study of Saudi Universities." International Business Research 14, no. 2 (January 25, 2021): 54. http://dx.doi.org/10.5539/ibr.v14n2p54.
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The education sector is crucial to any nation committed to building future human capital. The Higher Education sector in the Kingdom of Saudi Arabia (KSA) is at the centre of transforming the nation's future in a radical move to end oil-dependency. But this is only possible if universities make a decisive change and start working as learning organisations in all employee's levels. The present study investigates the direction of higher education in becoming learning organisations. We collected data from 840 staff members in 20 public Saudi universities. We designed a questionnaire exploring the seven dimensions of learning organisation found in the literature. Regression analyses were used to assess the impact of those dimensions on the organisational performance. Results showed that universities that adhered most to the learning organisation principles demonstrated a better organisational performance, particularly concerning research and knowledge performance. We recommend that universities should (1) use change agents to help transform effectively and meet rising demands and (2), promote continuous learning for all employees to increase productivity.
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Mr. N. Sundarapandiyan, Mr. N. Sundarapandiyan, and Dr S. Babu. "Talent Management practices with reference to Talent Retention in India." International Journal For Research In Business, Management And Accounting (ISSN: 2455-6114) 2, no. 4 (September 30, 2017): 31–37. http://dx.doi.org/10.53555/bma.v2i4.1703.
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An organisational strategic plan defines an organisational direction and leads to an effective talent management planning. Planning of talents for the future of an organisation is not a onetime activity; it is a systematic continuous process. Talent Management includes Talent Attraction and Sourcing, Talent Development, Talent Retention and Succession Planning of an organisation. Organisational assessment brings out the gap between where the organisation is now and where it is expected to be in the future. This involves analysing the organisation’s strength, weakness, opportunity and threat and prioritising the corporate vision, mission and values. Based on this, there is a requirement to put in plan and map the talent requirements of today and finding future stars is the responsibility of corporate leaders in transforming the organisation’s success. This paper focuses on the Talent Management issues faced by corporates today and analysis of various possible practices to overcome the challenges for their organisational strategic transformation. This paper also suggests incorporating Talent Management in higher education courses to coach and develop and enhance the potential graduate’s competencies to meet the future organizational needs.
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Khairul Anuar Bin Mohd Ali, Sulaiman Bin Mohammed Khalid, and Zafir Khan Bin Mohamed Makhbul. "Impact of Service Quality on Malaysian Polytechnic Sustainability Using Modified HEdPERF Model: An Empirical Study." Asia Proceedings of Social Sciences 7, no. 2 (March 28, 2021): 159–63. http://dx.doi.org/10.31580/apss.v7i2.1799.
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Current literature in higher education service quality and organisational performance depicts that adequate application of modified HEdPERF (Higher Education PERFormance) in the organisation daily operation will generate high performance activities that subsequently will increase organisation performance. Although many previous investigations have studied the association between service quality and organisation performance in higher education, the role of modified HEdPERF education specific model as a critical factor for improving organisation performance among managers has been poorly discussed. The goal of this work is to assess the effect of modified HEdPERF service quality model and organisation performance relationship among heads of department of Malaysian polytechnics. This study employed random sampling method through self-administered questionnaires collected from 192 Heads of Department covering academic and non-academic departments within Malaysian polytechnics. The results have shown that programme issues, academic aspects and access are significant antecedents for organisational performance at Malaysian polytechnics. Conversely, non-academic and physical facilities were not able to improve organisational performance. The study outcomes confirm the ability of organisation to correctly execute modified HEdPERF which covers programme issue, academic aspects and access in daily operations as important measure to improve the performance of the organisation.
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Wright, Susan, and Davydd J. Greenwood. "Universities run for, by, and with the faculty, students and staff: Alternatives to the neoliberal destruction of higher education." Learning and Teaching 10, no. 1 (March 1, 2017): 42–65. http://dx.doi.org/10.3167/latiss.2017.100104.
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After analysing the organisational pathologies and societal ills created by the neoliberalisation of universities, the article engages in an organisational critique of the pseudo-business model currently in use. It poses as a solution the re-creation of universities as trusts, with a model of beneficiary ownership, a matrix form of organisation and renewed relations with society. For inspiration it looks to beneficiaryrun organisations on the model of the John Lewis Partnership or the Mondragón University. The article explains why such beneficial matrix organisations are superior to current universities and how they offer an opportunity to recreate universities for the public good.
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Theron, Anthonie, and Nicole Marguerite Dodd. "Organisational commitment in the era of the new psychological contract." South African Journal of Economic and Management Sciences 14, no. 3 (August 25, 2011): 333–45. http://dx.doi.org/10.4102/sajems.v14i3.100.
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The aim of this study was to investigate organisational commitment in an organisation that had recently experienced organisational restructuring (a merger). The psychological contract that exists between employees and organisations is brittle due to many organisational changes that stem from organisational restructuring. When psychological contracts are breached, employees may experience reduced commitment to the organisation. The target population for this study consisted of all employees working at three recently-merged higher education institutions in the Nelson Mandela Metropolis (n=100) and a self-administered questionnaire was distributed amongst staff. The results indicated that an increase in the number of positive human resource management (HRM) practices reported by respondents correlated with a decrease in violation and breach of the psychological contract, despite organisational restructuring. It was further revealed that effective management of the psychological contract is crucial during organisational restructuring, in order to maintain the commitment and loyalty of employees.
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Urbancová, Hana, Adéla Fajčíková, and Václav Kala. "Learning Methods and Their Efficiency in Agricultural Organisations in the Czech Republic." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 66, no. 4 (2018): 1035–41. http://dx.doi.org/10.11118/actaun201866041035.
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Education and employee development are among the most important areas where employers can look for new efficient ways and methods for gaining a competitive advantage in the form of employee knowledge. Systematic education increases the potential of the workforce which has a positive impact on all organisation processes in all sectors, including agriculture. The objective of this paper is to evaluate the deployment of educational methods in Czech agricultural organisations and to assess their efficiency within the educational process. The data was obtained through a quantitative survey, specifically a questionnaire, among selected agricultural organisations operating in the Czech Republic (n = 70). The evaluation involved independence tests (the χ2 test) and multi-dimensional statistics (factor analysis). The results showed that most of the surveyed agricultural organisations have implemented an educational process in order to develop competencies among their staff. Among the surveyed organisations, the results have identified 4 organisational approaches to the use of educational methods (0.404 – 0.860) and two ways how to evaluate their efficiency in the educational process (0.519 – 0.889). Testing has proven a correlation between whether an agricultural organisation develops education systematically, plans educational activities for a pre-defined period and evaluates the efficiency of educational activities using selected identification variables.
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Lancaster, Sue, and Lee Di Milia. "Organisational support for employee learning." European Journal of Training and Development 38, no. 7 (July 29, 2014): 642–57. http://dx.doi.org/10.1108/ejtd-08-2013-0084.
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Purpose – This paper aims to describe the forms of organisational support that employees perceived as helpful to support their learning. This study aims to explore how organisational support is distinct from other kinds of learning support. Design/methodology/approach – This is a qualitative exploratory study utilising a cross-sectional design. Interviews were conducted in a large multi-site Australian organisation with 24 graduates from four leadership development programmes. Findings – The results from this study extend the literature relating to work environment as an important factor in supporting employee learning. We differentiate between the types of support that employees perceived the organisation provided from other types of learning support. The results suggest that for organisations to positively impact employees’ learning, they should pay attention to three key factors: provide high-quality relevant development programmes; ensure that course content is aligned with the organisations strategy and the employees work; and ensure senior management commitment throughout all aspects of the employee development process. Originality/value – This study gives voice to employees’ perceptions of how organisations can support their learning. It also provides rich data that extends the literature through a qualitative study in a field dominated by quantitative studies.
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Serinkan, Celalettin, and Mehmet Kiziloglu. "The Relationship between Organisational Culture and Job Satisfaction in Higher Education Institutions: The Bishkek Case." Periodica Polytechnica Social and Management Sciences 29, no. 2 (August 13, 2021): 168–79. http://dx.doi.org/10.3311/ppso.15319.
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Organisational culture and job satisfaction are crucial insofar as human resources are the most valuable resources organisations have in today's business world. Organisational culture encompasses the characteristics that unite and integrate employees of an organisation and distinguish them from employees of other institutions. An employee who has high job satisfaction is an employee who enjoys his/her job and is satisfied with the conditions provided by the organisation. By doing the best that they can do, employees with high job satisfaction ensure that the institution has a competitive advantage and, as a result, extends its life. In this study, questions about organisational culture, levels of job satisfaction and factors influencing them were examined in higher education institutions in Bishkek, Kyrgyzstan. Determining the relationship between organisational culture and job satisfaction in higher education institutions was also one of the objectives of this study. In this study, factors influencing organisational culture and job satisfaction in the case of higher education institutions in the service sector were investigated. In line with the research objective, a questionnaire was conducted in order to be able to explain the factors influencing organisational culture and job satisfaction of university employees and describe the relationship that exists, if any, between organisational culture and job satisfaction. Results showed that there is a significant linear and positive correlation between organisational culture and job satisfaction at a level of 47.2 %, which corresponded to a medium strength. In this case, an improvement in organisational culture will cause an increase in job satisfaction.
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Duarte, F., and A. Fitzgerald. "Guiding Principles for a Reflexive Approach to Teaching Organisation Studies." Journal of University Teaching and Learning Practice 3, no. 1 (January 1, 2006): 19–28. http://dx.doi.org/10.53761/1.3.1.3.
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In this paper, we discuss a reflexive teaching approach, which may make the field of Organisation Studies more permeable to alternative views and thus more responsive to the complexities of processes unfolding in organisations in the context of a rapidly changing world. We contend that reflection on lived experience complements perspectives that focus on the managerial point of view with other perspectives constitutive of the totality of experience inside work organisations. The combination of reflexive teaching and Experience- Based Learning (EBL) creates an effective approach to develop in students the ability to critically reflect upon, and challenge dominant perspectives and practices in the field of Organisation Studies.
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Arthur-Mensah, Nana. "Bridging the industry–education skills gap for human resource development." Industrial and Commercial Training 52, no. 2 (March 9, 2020): 93–103. http://dx.doi.org/10.1108/ict-11-2019-0105.
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Purpose The purpose of this study is to describe one advanced manufacturing company’s efforts to build a channel of skilled workforce by developing an apprenticeship programme with high schools. Design/methodology/approach Using a qualitative case study approach, the authors interviewed the members of the organisation to gain insights into opportunities and challenges they faced in addressing their skills needs. Findings The analysis showed that the collaboration and commitment of stakeholders were essential to the success of the programme. Furthermore, flexibility in employer’s expectations to allow for career progression was critical to motivating students to continue in the programme. A positive impact of the programme on overall employee morale and organisational culture was revealed. Research limitations/implications Although the findings may be relevant to other similar organisations, they may have limitations in their applicability to other contexts. Practical implications The study holds promise for the field of human resource development, as practitioners and scholars can benefit from the renewed interest in youth apprenticeship to identify how their activities within and outside of the organisation can build and retain the human capacity needed for organisational performance and competitiveness. Originality/value Employer–education partnerships have been touted as a solution to the skills gaps in industries. However, there is very little literature on employer-initiated apprenticeships focused on youth in the USA. Industry–education apprenticeship programmes offers employers an opportunity to address the skills problem in ways that meet their need.
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Burns, George R., and Robert R. Paton. "Supported Workplace Learning: A Knowledge Transfer Paradigm." Policy Futures in Education 3, no. 1 (March 2005): 50–61. http://dx.doi.org/10.2304/pfie.2005.3.1.9.
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The importance of knowledge to the effective development of economic growth in the twenty-first century has led to a number of initiatives such as lifelong learning, skills development and knowledge transfer. Of these, knowledge transfer has predominantly been concerned with the commercial exploitation of research knowledge. This article suggests that such a narrow focus on research-led development is really only practical for larger organisations and misses many opportunities for knowledge transfer related to improving organisational knowledge and business effectiveness through supported workplace learning appropriate to small to medium-sized organisations. Two models of supported workplace learning, one involving a programme of study developed to reflect the strategic objectives of the organisation, and one developed to reflect business-led development, are described through case studies. Both illustrate the effectiveness of knowledge transfer that, although not research-led, had a significant impact on the competitive advantage of the respective organisations. In one case the students gained postgraduate awards, while in the other the students gained considerable business experience, again illustrating the flexibility that supported workplace learning can offer for individual development. Finally, the article concludes that effective knowledge transfer into the workplace may legitimately be structured around objectives that do not depend on research. In this mode, supported workplace learning offers an approach that is effective for the organisation and flexible in supporting individual development. It is also noted that one aspect of the process that became evident in both case studies was the need to manage the change process that injection of new knowledge created.
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McNamara, Justin, and Robyn M. Gillies. "Support Requirements and Effects of Supervision on Telephone Counsellors." Australian Journal of Guidance and Counselling 13, no. 2 (December 2003): 192–204. http://dx.doi.org/10.1017/s1037291100002880.
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The aim of this research was to examine the effects of the implementation of direct one-on-one supervision in a prominent telephone counselling organisation and the support requirements of their telephone counsellors. Ninety-three telephone counsellors participated in this research. The results showed that more experienced telephone counsellors were more satisfied than less experienced telephone counsellors with the support offered by the organisation. Furthermore, female telephone counsellors showed significantly more satisfaction with the support offered by the organisation than their male counterparts. Implications of these findings are discussed in relation to the organisation and other helping organisations within the wider community.
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Dormann, Markus, Stefan Hinz, and Eveline Wittmann. "Improving school administration through information technology? How digitalisation changes the bureaucratic features of public school administration." Educational Management Administration & Leadership 47, no. 2 (October 25, 2017): 275–90. http://dx.doi.org/10.1177/1741143217732793.
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Digital media and digital data processing have substantially influenced public institutions in recent years and changed their efficiency, effectiveness and organisational set-up (nature of organisations). Based on Fountain’s Technology Enactment Framework (TEF), this paper argues that, firstly, in a circular process, digital requirements transform the bureaucratic features of school organisation, and that the effects of digital technologies on the performance and efficiency of schools as bureaucratic organisations are ambivalent. We use interview data from a sample of 51% of the head teachers of vocational school centres in the jurisdiction of Bavaria in order to substantiate these assumptions by means of structured qualitative analysis. Email technology seems particularly significant from a quantitative perspective. Indications for the transformative nature of objective digital technologies with regard to the school bureaucracies can be found for all bureaucratic categories under consideration in this analysis, particularly for the feature ‘standardisation’. The examples presented here seem to highlight that gains in efficiency or reductions of losses in efficiency caused by digitalisation are mostly caused by the concrete use of digital technology within the respective school organisation.
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Antonacopoulou, Elena P., Christian Moldjord, Trygve J. Steiro, and Christina Stokkeland. "The New Learning Organisation." Learning Organization 26, no. 3 (April 8, 2019): 304–18. http://dx.doi.org/10.1108/tlo-10-2018-0159.
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Purpose This paper aims to revive the old idea of the Learning Organisation by providing a fresh conceptualisation and illustration. The New Learning Organisation is conceptualised, focussing on the common good through responsible action. It is positioned as responding to the VUCA (Volatility, Uncertainty, Complexity and Ambiguity, Bennett and Lemoine, 2014) conditions with a VUCA approach to Learning Leadership fostering Institutional Reflexivity and High Agility Organising . Design/methodology/approach The paper presents a new organisational learning framework – the 8As – Sensuous Organisational Learning framework. It illustrates the operationalisation of this framework in PART II through the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders. Findings The Sensuous Organisational Learning – 8As – framework illustrates how attentiveness, alertness, awareness, appreciation, anticipation, alignment, activation and agility form an integral part of the New Learning Organisation. Their unique contribution as aspect of a Sensuous Organisational Learning framework is that they explicate how the three principles of Institutional Reflexivity, High Agility Organising and Learning Leadership can be operationalised to serve the common good. Research limitations/implications The paper presents a novel way of reviving the Learning Organisation beyond an ideology as a practical approach to responding to VUCA conditions. It introduces a new learning theory and injects a fresh perspective in our understanding of the role and impact of learning in the workplace. Practical implications By focussing on Learning Leadership practices that extend previous Organisational Learning frameworks, The New Learning Organisation promoted here focuses on responsible action to serve the common good through Institutional Reflexivity and High Agility Organising. Social implications By focussing on how the common good can be better served, the New Learning Organisation becomes a mantra for social change to identify the higher purpose that social actions must serve. Originality/value The need for fresh contributions in the Organisational Learning debate is long overdue. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensousness as a foundation for improving the practical judgements across professional practices.
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Hirt, Christian, Renate Ortlieb, Julian Winterheller, Almina Bešić, and Josef Scheff. "Developing international talents: how organisational and individual perspectives interact." European Journal of Training and Development 41, no. 7 (August 7, 2017): 610–27. http://dx.doi.org/10.1108/ejtd-12-2016-0091.
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Purpose Focusing on an international trainee- and internship programme, this paper aims to propose a new framework that links organisational strategies regarding ethnic diversity with career competencies of the programme participants. Design/methodology/approach The paper adopts a case study design. It examines the interplay of the perspectives of the organisation, which is an Austrian bank, and of the programme participants, who are university graduates from South-Eastern Europe. It draws on the typology of diversity strategies by Ortlieb and Sieben (2013) and the categorisation of individual career competencies by DeFillippi and Arthur (1994). Findings The bank benefits from the programme participants’ competencies with regard to South-Eastern Europe and increased legitimacy gained from the public. Programme participants acquire many knowing-how, knowing-why and knowing-whom competencies, especially if the bank pursues a so-called learning strategy towards ethnic diversity. On the other hand, individual knowing-how competency supports an organisation’s antidiscrimination strategy, whereas knowing-why and knowing-whom competencies benefit the organisational learning strategy. Research limitations/implications Although the paper builds on a single case study and the ability to generalise is limited, the findings imply that future human resource development concepts should jointly consider the perspectives of both organisations and individuals. Practical implications Owing to their high strategic relevance, organisations should look into the competencies of skilled migrants and evaluate the critical resources they offer. Both organisational learning and an organisation’s strategic development are key concerns. The proposed framework helps to effectively design trainee- and internship programmes and simultaneously anticipate organisational and individual consequences thereof at an early stage. Originality/value The proposed framework concerning the interplay between organisational and individual perspectives as well as the regional focus on South-Eastern Europe present novelties.
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K. Narayan, Anil. "Accounting and accountability challenges." Pacific Accounting Review 26, no. 1/2 (April 8, 2014): 94–111. http://dx.doi.org/10.1108/par-07-2013-0072.
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Purpose – This paper aims to investigate the strategy, accounting and accountability interface in sustainability implementation in a large public tertiary education organisation in New Zealand. Design/methodology/approach – The study uses ethnography as an “engaging research” to help explain the real-life enactment of accounting and accountability in advancing/deterring sustainability initiatives. The study draws upon neo-institutional theoretical perspectives to help interpret the findings. Findings – Accounting and accountability are powerful conduits for strategy implementation. Successful sustainability strategy implementation requires the embedding of financial accountability within the implementation process. Practical implications – A strong ideological commitment from senior management is required to firmly embed sustainability in the tertiary organisation's belief systems, values and norms to get wider organisational acceptance and institutionalisation. Accounting needs to take a position of centrality within organisations to help facilitate sustainability implementation. Social implications – Government policy needs to incorporate specific concepts of sustainability into the tertiary education strategy and funding framework to make public tertiary organisations accountable for sustainability to the wider society. Originality/value – This study provides unique insights into the sustainability implementation process. It complements existing literature on sustainability accounting and accountability.
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Horalíková, M., and P. Berglová. "Intellectual capital and talents in agribusiness organisation development." Agricultural Economics (Zemědělská ekonomika) 48, No. 11 (March 1, 2012): 505–10. http://dx.doi.org/10.17221/5361-agricecon.
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Human resources are a key factor in the development and competitiveness of organisations. The concept of organisation’s intellectual capital enables a complex and systematic look at the decisive organisation sources (including human resources). Talents – people with management skills and the so-called project talents play an important role within the frame of human resources. Talents – bearers of special endowments and abilities – are a decisive factor in the growth of the organisation. Partial probes carried out in agribusiness organisations have confirmed the significance of both theoretical concepts. At the same time, they have revealed that organisations utilise various kinds of talents the differentiation of which requires a more profound examination and analysis in order to assess, in a competent way, the contents and forms of education of young professionals, as well as the contents and forms of lifelong education in the field of agribusiness.
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Sun, Peter Y. T., and John L. Scott. "Process level integration of organisational learning, learning organisation and knowledge management." International Journal of Knowledge and Learning 2, no. 3/4 (2006): 308. http://dx.doi.org/10.1504/ijkl.2006.010998.
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Barnard, Peter A. "Secondary school structure, organisational learning capacity and learning organisations: a systemic contribution." International Journal of Educational Management 34, no. 8 (May 7, 2020): 1253–64. http://dx.doi.org/10.1108/ijem-01-2020-0037.
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PurposeThe purpose of this paper is to explain the influence of a school's operational structure on organisational learning capacity (OLC), and how this either supports or disables any aspiration as a learning organisation.Design/methodology/approachTwo organisational working models are described, one based on same-age structure and another that uses multi-age organisation. These are systemically examined to test for OLC and subsequent potential to develop as learning organisations.FindingsSchools using same-age organisational structure have restricted feedback mechanisms that inhibit their ability to develop OLC. Schools that have adopted multi-age structures have extensive information feedback mechanisms; consequently, they have a higher OLC and the potential to develop as a quasi learning organisation.Practical implicationsThis paper intervenes at a time when interest in the concepts of OLC, transformative learning, and the idea developing schools as learning organisations is increasing. The danger of this development is to repeat the reformational mistakes of the past by failing to reflect on ingrained organisational assumptions. This paper encourages schools to reflect on their organisational strategy.Originality/valueThis paper fills a gap in the research literature by offering a practical analysis of two organisational systems, to show how structure impacts on OLC and aspirations to develop as a learning organisation.
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Yusliza, Mohd Yusoff, Juhari Noor Faezah, Nora’aini Ali, Noor Maizura Mohamad Noor, T. Ramayah, M. Imran Tanveer, and Olawole Fawehinmi. "Effects of supportive work environment on employee retention: the mediating role of person–organisation fit." Industrial and Commercial Training 53, no. 3 (October 30, 2020): 201–16. http://dx.doi.org/10.1108/ict-12-2019-0111.
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Purpose This study aims to examine the relationships for the following: supportive work environment, person–organisation fit and employee retention among academic staff in one of the Malaysian public universities. Design/methodology/approach This study used a conceptual framework to assess the direct impacts of supportive work environment (i.e. perceived climate, supervisory relationship, peer group interaction, perceived organisational support), person–organisation fit and employee retention. A self-administered questionnaire was distributed to 225 respondents. Findings The findings present the mediating influence of person–organisation fit on the relationships between supportive work environment and employee retention. The results reveal a direct and positive relationship between supportive work environment and academic staff retention. These results imply that individuals’ perceived towards an organisation can influence their decision to stay at the university. Research limitations/implications This study had filled in the knowledge gap about the role of supportive work environment with person–organisation fit and the relationship for employee retention in Malaysia. Previous research emphasised on organisations’ role in employee retention and engagement in the manufacturing and service industry. Originality/value The findings of this study reveal how a supportive work environment can impact employee retention among academic staff. Specifically, the person–organisation fit describes the relationship between supportive work environment and employee retention.
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Markowitsch, Jörg. "Is there such a thing as school quality culture?" Quality Assurance in Education 26, no. 1 (February 5, 2018): 25–43. http://dx.doi.org/10.1108/qae-07-2015-0026.
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Purpose The purpose of this paper is to clarify the concept of “school quality management culture” in relation to the general notion of “school organizational culture” and to review empirical studies that scrutinised the relation between organisational culture and quality management practices in education and business. Design/methodology/approach The paper builds on an extensive literature review that was conducted as part of a project, which intends to develop an instrument to diagnose schools’ quality management culture in initial vocational education. Findings The paper demonstrates that school quality (management) culture exists and differs from school (organisational) culture. A pluralist view of culture and a differentiation perspective are more appropriate to explain the complex relationship between culture and quality practices than unified or integrated approaches. However, they also pose a challenge to empirical studies because they call for longitudinal and multi-method research designs. Research limitations/implications The reciprocal relation between quality practices and school culture asks for a longitudinal and comparative research design. The findings also suggest using multi-perspective and multi-method approaches, and recommend cooperation between different but comparable fields such as education, health or social work. Practical implications This paper offers a literature base and a theoretical model to improve existing data collection tools to support quality management in vocational and other educational institutions. Originality/value Apart from the ideological question on whether “culture” is something an organisation is or an organisation has, the paper examines the question as to whether more “quality”-conducive cultures can be discerned from less conducive ones in schools. Furthermore, it deliberates on whether an organisation’s quality management culture is part of, or different from, an organisation’s overall culture and presents models to guide empirical analyses.
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Felce, Alison, Sandra Perks, and David Roberts. "Work-based skills development: a context-engaged approach." Higher Education, Skills and Work-Based Learning 6, no. 3 (August 8, 2016): 261–76. http://dx.doi.org/10.1108/heswbl-12-2015-0058.
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Purpose – The purpose of this paper is to give a successful example of how universities can work with business to identify and address skills needs through a context-engaged approach to developing learning to meet the needs identified. Design/methodology/approach – Using a case study approach the business-university collaboration to introduce work-based learning programmes is explained. The paper sets out how learning interventions were researched, designed and introduced to meet identified skills needs throughout the organisation. It highlights the practicalities of the management approach adopted and the benefits achieved through partnership working. Findings – Key to the success of the collaboration was the recruitment of a “Training Centre Facilitator” (TCF) who was co-managed by the company and the university and who was located within the company. The TCF was able to fully understand the company’s and learners’ requirements and thus propose a context-engaged solution that met the needs of the individuals and the organisation. The work-based learning programmes introduced reflected the organisational requirements, individuals’ needs and took into account constraints and restraints on their design and implementation. Originality/value – The paper presents a case study that investigates an innovative approach to partnership working between HE, FE and a private business organisation. The appointment of a TCF, employed within the company to undertake research and implement identified training interventions is an unusual and original approach to bringing together the three organisations to achieve the planned business improvements. The process used and the key principles for achieving a successful partnership are presented and could be applied in other business-education collaborations to develop in-company work-based learning.
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Zanze, Josip. "Ocjena inovativnog menadžmenta organizacija male stakloplastične brodogradnje Hrvatske." Oeconomica Jadertina 10, no. 1 (July 1, 2020): 106–30. http://dx.doi.org/10.15291/oec.3056.
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The aim of this paper is to investigate the relationship between innovative management and four selected elements of the organization: longevity of the organisation, number of employees, level of education and seniority of employees of small fiberglass shipbuilding organisations in Croatia (SFSC). Innovative management, or innovation management by managers of organisations at all levels is a matter of survival of every organisation. This paper investigates the relationship between innovative management and the elements of the organisation, through the correlation of innovative management with six variables and 36 indicators and selected four organisation elements with four variables and 35 indicators. The above was investigated by a survey on the example of 11 selected SFSC organisations. The research started with the question what the correlation of this connection was. The statistical methods of the program Statistica 12 and SPSS 22 were used for the analysis of correlations. The results of the work in the used analysis led to a unique conclusion that there is no significant connection between innovative management and the selected four organisation elements.
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Bourn, Douglas, and Miriam Kybird. "Plan UK and Development Education – the contribution of an international development organisation to learning and understanding about global and development issues." International Journal of Development Education and Global Learning 4, no. 2 (May 1, 2012): 45–63. http://dx.doi.org/10.18546/ijdegl.04.2.04.
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Plan International is a leading international development organisation that applies a rights based approach to achieving its mission of achieving lasting improvements in the quality of life of children in developing countries. In the summer of 2011, Plan in the UK made a decision to close down its development education programme, as part of a process of re-strategising to focus its organisational resources. Plan UK's development education programme illustrates many of the challenges that International Development Organisations (IDOs) face. Development education practice led by many IDOs tends to emphasise the relationship of education to social change and development goals. But if development education is perceived in terms of questioning and challenging dominant ideologies, and promoting differing voices and perspectives, then it can only be assessed in terms of its educational impact.
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Matveev, Y. N., M. A. Maryukov, and L. A. Maryukova. "Foreign Students Education Work Organisation Problems." St. Petersburg State Polytechnical University Journal. Humanities and Social Sciences 220, no. 2 (June 2015): 186–94. http://dx.doi.org/10.5862/jhss.220.22.
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MacKinnon, Mary. "Managing diabetes care: Education and organisation." Practical Diabetes International 10, no. 5 (September 1993): 198. http://dx.doi.org/10.1002/pdi.1960100513.
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Farrar, Max. "Racism, education and black self organisation." Critical Social Policy 12, no. 36 (January 1993): 53–72. http://dx.doi.org/10.1177/026101839301203604.
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Madden, Heather, and Andrew T. Walters. "Using an action research approach to embed service design in a higher education institution." Swedish Design Research Journal 14 (June 1, 2016): 40–50. http://dx.doi.org/10.3384/svid.2000-964x.16140.
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Design Thinking can address the political and cultural divides in higher education and improve the focus on student experience. The challenge is reshaping a traditional organisation into a more modern one and at the same time creating an environment that is favourable towards change brought about by design-led thinking.
In one higher education institute, almost two years into the journey and despite some challenges along the way, Service Design methods are demonstrating their capacity to change the processes and procedures that support the delivery of student services in higher education.
An action research approach is currently being used to assess how the tools of Design Thinking are applied to real organisational problems and the consequences of design-led action. This research introduces a new set of tools and techniques to an organisation and analyses the effects of this fresh approach on the organisation via a number of action research cycles. There are many stages on the road to introduce Design Thinking as a bottom-up approach to changing an organisation into a more innovative, progressive, efficient and user-centred one.
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Merx‐Chermin, Mireille, and Wim J. Nijhof. "Factors influencing knowledge creation and innovation in an organisation." Journal of European Industrial Training 29, no. 2 (February 1, 2005): 135–47. http://dx.doi.org/10.1108/03090590510585091.
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PurposeThe purpose of this study is to gain a better understanding of the factors that influence the innovative power of organisations. The concept of innovation and innovative power was examined by analysing the relationship between the construct of the learning organisation, knowledge organisation and innovative organisation, and has resulted in an innovation process model. This model consists of three processes: knowledge creation, innovation and learning to learn. The factors that might influence this cycle are: added value for stakeholders, leadership, climate, structure and strategic alignment.Design/methodology/approachThis is an exploratory study that was conducted at Océ Technologies in The Netherlands.The case study consisted of a qualitative and a quantitative stage and comprised a selection of two innovation projects separated in time. The purpose of the first phase was to collect information about the innovation spiral, through interviews with members of three divisions in each innovation process. After this, a survey was designed and sent to all employees and managers of the three divisions involved in the two innovation cases.FindingsOn the basis of a data analysis, factors explaining variance in terms of innovation, learning and knowledge creation were identified. If innovation is discontinuous, the innovation spiral is not valid; if innovation has a strength in critical reflection on cases from the past to mould the future, the model has some explanatory power.Research limitations/implicationsUsing a survey technique to retrieve data from a current innovation experiment has a set of possible risks like maturation, forgetting, selection and a different context. Reflection and reconstruction, however, are the only possible means to achieve this. A case study does not guarantee generalisation of results.Originality/valueBy studying the model and the factors that can influence them, organisations understand that it is necessary to integrate their initiatives in organisational learning, knowledge creation and innovation for the benefit of the organisation, to find a better way to adjust to discontinuous change and finally gain innovative power.
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Warmerdam, Amanda, Ioni Lewis, and Tamara Banks. "Gen Y recruitment." Education + Training 57, no. 5 (July 13, 2015): 560–74. http://dx.doi.org/10.1108/et-12-2013-0133.
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Purpose – Using the Theory of Planned Behaviour (TPB) framework, the purpose of this paper is to explore whether the standard TPB constructs explained variance in Generation Y (Gen Y) individuals’ intentions to join their ideal organisation. Design/methodology/approach – A mixed methods approach was used featuring qualitative and quantitative methods. Findings – The overall TPB model accounted for a significant 51.6 per cent of the variance in intention to join one’s ideal organisation in the next six months with the significant predictors in the model being subjective norm and perceived behaviour control but not attitude. Research limitations/implications – Using graduating students from a single Australian university sample may mean that the current findings may not extend to all Gen Y individuals. The current study has demonstrated the explanatory utility of the TPB in relation to graduate Gen Y’s intention to join their ideal organisation, providing further evidence of the robustness of the TPB framework in an organisational setting. Practical implications – These findings have implications for enhancing understanding of the most effective recruitment processes for Gen Y students entering the workforce. The findings could inform recruitment policies and strategies to attract Gen Y applicants. Originality/value – To the authors’ knowledge this study is the first application of the TPB to this topic. The current research extends the recruitment literature with a theoretically based investigation. Identification of factors which inform organisational recruitment strategies, allow organisations to stand out from their competitors and potentially achieve a larger application pool from which to select the best human capital and sustain competitive advantage.
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Boychenko, Tatyana. "Structure of Personnel in Scientific Organisations of the Ministry of Science and Higher Education of the Russian Federation for Individual Regions: Analysis of Primary Statistical Information." Science Governance and Scientometrics 16, no. 1 (March 1, 2021): 79–106. http://dx.doi.org/10.33873/2686-6706.2021.16-1.79-106.
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Introduction. The subject of this work is the number, composition and structure of personnel of research organisations subordinate to the Ministry of Science and Higher Education of the Russian Federation, located in regions that differ in terms of research and development conditions. Such information can be useful in identifying stable characteristics of the personnel model of a scientific organisation for the formation of a system of restrictions that will allow in the future to develop an optimal personnel model of a scientific organisation for a given target criterion. Methods. To achieve this goal, theoretical (analysis) and empirical (structuring the available data, generalization, classification, comparison) research methods were used. The empirical base of the research was information on the number and composition of personnel of scientific organisations subordinate to the Ministry of Science and Higher Education of the Russian Federation, presented in the database of the statistical observation form, Form ZP-Science. Results and Discussion A review of the number, composition and structure of personnel of research organisations is carried out for a sample of 278 organisations in several regions of Russia, differing not only in the number of scientific institutions represented on their territory under the jurisdiction of the Ministry of Science and Higher Education of the Russian Federation, but also in socio-economic conditions. Conclusion. The analysis made it possible to identify the characteristics of the personnel model of a scientific organisation subordinate to the Ministry of Education and Science of the Russian Federation, which is resistant to differences in the regional environment.
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Davis, Keith, and Mark Boulet. "Transformations? Skilled Change Agents Influencing Organisational Sustainability Culture." Australian Journal of Environmental Education 32, no. 1 (January 22, 2016): 109–23. http://dx.doi.org/10.1017/aee.2015.51.
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AbstractTraining employees in sustainability knowledge and skills is considered a vital element in creating a sustainability culture within an organisation. Yet, the particular types of training programs that are effective for this task are still relatively unknown. This case study describes an innovative workplace training program using a ‘head, hands, heart and feet’ learning framework to create skilled change agents among employees, in order to influence organisational sustainability culture. Utilising a dialogic inquiry methodology (Most Significant Change), as well as Mezirow's phases of transformative learning and Schein's organisational culture framework, this study considers the training program's impact on both participants and organisational sustainability culture. While transformative learning impacts for participants were identified, questions remain as to the overall impact of the program on the organisation's sustainability culture. Considering training participants as ‘seeds of influence’ as opposed to wholly responsible for organisational culture might provide new perspectives to these questions.
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Arief, Muhtosim, and Yerki Teguh Basuki. "Dynamic Capability as a Business Strategy Enhancing the Business Performance (A Conceptual Approach)." Advanced Science Letters 21, no. 4 (April 1, 2015): 690–94. http://dx.doi.org/10.1166/asl.2015.5879.
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This paper provides perspectives on business strategy and a theoretical rationale for the strategic development of an industry organisation to respond of increasing external environmental pressure. This paper is a conceptual approach using grounded theory, also sending a questioners and interviews were held with 30 FMCG top leaders of organization to explore of perspectives on the strategic development in the industry organisation. The data were complemented by documentary analysis of strategic plans and articles on the industries organisation. Strategic perspectives highlighted the themes of effective organisational development (organisational capability): governance, people development, financial performance, operations, service delivery and external relations; and the dynamic capabilities framework of capability exploitation (extracting maximum economic returns from current resources) and capability exploration (development of new capabilities). The study suggests that environmental pressure moderates the relationship between dynamic capabilities, business strategy and business performance, this perspective provides the much needed theoretical rationale that can be an aid to management undertaking to build competitive industry organisations to increasing the business performance. While the research approach may limit generalisability. The decision maker now have an alternative option to sustained their business, instead of closed their business.
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Tlustý, Tomáš. "The American YMCA and its physical education program – first steps to world expansion." Studies in Sport Humanities 20 (December 20, 2016): 39–47. http://dx.doi.org/10.5604/01.3001.0012.6489.
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This paper looks at the fi rst steps taken by the American YMCA to expand its physical education program across various countries in South and Central America, Asia and Europe. The YMCA was established in 1844 in London. However, it particularly fl ourished in the United States of America, building large physical education facilities, setting up its fi rst physical education institute and developing new sports. Their schools were attended by people from all over the world, who went on to promote the organisation’s physical education program. Due to cooperation with the US army, the organisation saw further expansion and its secretaries began to operate in other countries. They were instrumental in establishing the fi rst local YMCA groups, often provided with material and fi nancial support by the United States. Local groups began to build their own physical education facilities and adopt new “American” sports. Elwood S. Brown was a pioneer in the promotion of the American YMCA’s physical education program. He worked for the organisation on several continents, signifi cantly assisting the organisation of big sporting events which were always attended by sportsmen from several countries. Unfortunately,many of the national YMCA groups were later paralysed by the Second World War. Despite that, theYMCA has become the largest voluntary youth organisation in the world.
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Stacho, Zdenko, Katarína Stachová, and Ján Papula. "THE CHANGES IN THE FOCUS OF SLOVAK ORGANISATIONS ON TALENT MANAGEMENT." Business: Theory and Practice 19 (November 6, 2018): 255–60. http://dx.doi.org/10.3846/btp.2018.25.
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Distinguishing an organisation from the competition, and building a position noticeably ahead of it entails the identification, attracting, education, development, and especially retaining of quality and talented employees. The objective of the article is to analyse the link between the region of operation of the organisation and its focus on the activities related to talent management, and to specify the overall change in the focus of organisations on talent management in time. Several partial objectives, such as a questionnaire survey conducted in Slovak organisations between 2013 – 2017, were fulfilled in order to accomplish this objective. Statistical hypothesis testing aimed at specifying the relationship between the region of operation of the given organisation and the execution of activities related to talent management in it, and the focus of the organisation on career planning of all the categories of employees, confirmed a link between the analysed variables. Positive changes in the selected attributes in time were evaluated by the fixed-base index.
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Garavan, Thomas N., Harris Neeliah, Raj Auckloo, and Raj Ragaven. "Human resource development in Mauritius: context, challenges and opportunities." European Journal of Training and Development 40, no. 4 (May 3, 2016): 210–14. http://dx.doi.org/10.1108/ejtd-04-2016-0018.
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Purpose The purpose of this paper is to explore human resource development (HRD) in Mauritius and the challenges and opportunities faced by organisations in different sectors in adopting HRD practices. Findings This special issue presents four papers that explore dimensions of HRD in public sector, small- and medium-sized enterprises (SMEs) and tourism organisations. It also reports on human capital development in the Mauritian economy generally. Research limitations/implications There is a paucity of knowledge and understanding on HRD in Mauritian organisations. There is significant scope to further explore the effectiveness of national policies and interventions in enhancing HRD and human capital capability. Practical implications The four papers highlight the important role of organisational champions and of the selection and implantation of HRD practices that are good contextual fit and which can contribute to organisation performance.
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Loomba, Arvinder P. S., and Rex Karsten. "Self-efficacy’s role in success of quality training programmes." Industrial and Commercial Training 51, no. 1 (January 7, 2019): 24–39. http://dx.doi.org/10.1108/ict-06-2018-0058.
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PurposeThe purpose of this paper is to explore why some firms succeed while others flounder or fail to implement quality improvement programmes. It synthesises self-efficacy literature to propose a model of self-efficacy’s role in affecting implementation success of quality improvement programmes in organisations.Design/methodology/approachA review of scholarly articles on the topics of self-efficacy and quality initiatives brings to light self-efficacy’s role in successful quality programme implementation. When considered in the context of organisation barriers, it can lead to organisational success.FindingsIt is determined that quality training programmes play an important role in affecting existing efficacies and leading to “quality self-efficacy” in employees. The proposed model and related propositions suggest that right approaches of implementing quality training among certain types of employees and/or organisations can promote teamwork to achieve performance success.Research limitations/implicationsMoving forward, the proposed model should be empirically tested to improve our understanding of quality self-efficacy construct and its role in aiding organisational success. Furthermore, it would offer guidelines for the implementation of quality programmes in the most optimal way.Practical implicationsIn applying theories on self-efficacy, motivation, empowerment, and quality training, the authors posit that existing efficacy and quality self-efficacy are crucial for quality implementation efforts to overcome organisational barriers and lead to effective teamwork and performance success.Social implicationsThe authors postulate that deciding factors for organisational success originate from employees themselves as existing efficacies. Even though employees can foster quality self-efficacy through the implementation of quality improvement initiatives, existing self-efficacy, and organisation barriers will be moderating forces on eventual effectiveness of quality self-efficacy, teamwork, and organisational performance.Originality/valueThe model and related propositions, linking self- and collective efficacies to quality training, teamwork, and quality performance, offered in this paper will prove useful for organisational decision-makers in selecting quality programmes for implementation in organisation to achieve performance success.
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Frost, John. "Values based leadership." Industrial and Commercial Training 46, no. 3 (April 1, 2014): 124–29. http://dx.doi.org/10.1108/ict-10-2013-0073.
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Purpose – The purpose of the paper is to explore the power of values based leadership in connecting colleagues and clients to an organisation and in doing so creating sustainable business success. Design/methodology/approach – The paper is based on a model of values based leadership and case study examples of where the model is being successfully used in organisations. Findings – It was found that the organisations cited in the article who are using a values based approach such as Apple and Unilever create a connection with their organisations, that has a significant impact on organisational performance. Originality/value – The paper uses a new model of values based leadership to demonstrate its impact on organisational performance. The different elements of the model are explored using current successful organisational case studies. It will therefore be of value to anyone using or considering a values based approach to developing an exciting and successful leadership culture.
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Koroleva, Natalya, and Elena Shlyakhovaya. "Developing Professional Guidelines for Administrators and Heads of Research at Research Organisations." Science Governance and Scientometrics 16, no. 1 (March 1, 2021): 47–78. http://dx.doi.org/10.33873/2686-6706.2021.16-1.47-78.
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Introduction. The development and deployment of professional guidelines for research organisation administrators and heads of research at research organisations are motivated by the ever-growing productivity requirements for research and scientific and technical activity. They are also motivated by the quality requirements for the results of research and their practical application, as well as the area of activity and qualification requirements for administrators and heads of research. The purpose of this study is to elaborate on the process of drafting professional guidelines for two job types: research organisation administrator and head of research at a research organisation. Methods. We develop the guidelines for research organisation administrators and heads of research at research organisations by using a systemic approach and relying on comparative and functional analysis. Other methods employed include expert surveys, expert assessments, content analysis of expert comments and a graphical method that clearly illustrates the stages in which the proposals received from experts are processed. The theoretical methods used in this study include abstraction and specification, induction and deduction, analysis and synthesis, classification and generalisation. We also employ the simulation of professional activity while developing models of professional guidelines and drafting the professional guidelines themselves. Results and Discussion. As a result of this study, we present the methods of drafting professional guidelines for two job types: Research Organisation Administrator and Head of Research at a Research Organisation, informed by analysing the literature on the subject. In addition, we study how professional guidelines are used abroad, the development of said guidelines, analyse the critiques and suggestions received from experts and interested parties during a public discussion in the professional community, and further adjust our guidelines. Conclusion. After summarising our analysis, we conclude that the development of administrator and head of research activity at research organisations has excellent potential, as these positions are the ones that shape a given research organisation's contribution to resolving the social and economic issues faced by the national government. Our draft guidelines for administrators and heads of research are aimed at introducing an effective HR policy and competent personnel management within research organisations. The structure and content of the draft guidelines are optimal for bridging the gap between professional education and the actual labour market requirements. They fully reflect all skill, knowledge and competence requirements.
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Wiseman, Ndlovu, H. Ngirande, TS Setati, JJ Zaaiman, and MP Rachidi. "An Investigation On The Dominant And Preferred Organisational Culture Construct At A Selected Higher Education Institution In South Africa." Review of Social Sciences 1, no. 6 (June 29, 2016): 01. http://dx.doi.org/10.18533/rss.v1i6.38.
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<p>The aim of the study was to investigate the dominant and preferred organisational culture at a higher education institution in South Africa and how organisational culture influences the organisational behaviour. The study employed a quantitative research design and 30 employees were randomly selected from two groups of non-academic and academic staff members of a selected school at the institution. A structured questionnaire was utilised to solicit information regarding the dominant and preferred organisational culture at the institution from the participants. The Statistical Package of Social Sciences (SPSS) version 2013 was used to determine the preferred and existing culture through mean scores. The results revealed that a role culture was dominant in the institution whilst employees preferred a support culture. The study further revealed that organisational culture has a significant impact on numerous organisational processes, employees as well as organisational performance. In addition, the results showed that if employees have shared norms and are supported by the organisation, they can increase their performance towards achieving overall organisational goals. Thus, from the findings, the study recommends policy makers and decision makers in organisations to adopt support culture through providing support to their employees to achieve both personal and organisational goals. </p>
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Christensen, Jonas. "A CRITICAL REFLECTION OF BRONFENBRENNER´S DEVELOPMENT ECOLOGY MODEL." Problems of Education in the 21st Century 69, no. 1 (February 20, 2016): 22–28. http://dx.doi.org/10.33225/pec/16.69.22.
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This analysis is a theory based reflection out of the development ecology. When studying an organisation, transformation and spheres of influence of professions and in education, the Development Ecology model provides a tool for understanding the encounter between societal, organisational and individual dimensions, a continual meeting point where phenomena and actors occur on different levels, including those of the organisation and society at large. However, the theory of development ecology may be questioned for how it looks at the individual’s role in relation to other actors in order to define and understand the forces underlying the professional development. The focus on the individual might prevent the understanding of group wise development. Resilience capacity on a mental, intra level and an entrepreneurial way of building, developing and keeping networks gives the different levels in the Development Ecology model a broader understanding of what stimulates learning processes. Factors relating to both the inside of the individual and social ties between individuals in a group context in relation to global factors need to be discussed. Key words: development ecology, organisation, resilience, science education, social ties.
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Antonacopoulou, Elena P., Christian Moldjord, Trygve J. Steiro, and Christina Stokkeland. "The New Learning Organisation: PART II - Lessons from the Royal Norwegian Air Force Academy." Learning Organization 27, no. 2 (January 12, 2019): 117–31. http://dx.doi.org/10.1108/tlo-10-2018-0160.
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Purpose The purpose of this paper – PART II – is to present the lived experiences of Sensuous Organisational Learning drawn from the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders. Design/methodology/approach The paper reflects the co-creation of actionable knowledge between military officers, academics at the RNoAFA and international scholars engaged as research collaborators. The objective is to present the benefits of “practising knowing through dialogical exchange” (MacIntosh et al., 2012) as an approach to co-creating knowledge for responsible action. In this case, the authors present the conceptualisation and illustration of the idea of the New Learning Organisation they advance. Findings The Sensuous Organisational Learning – 8As framework explains how Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility form an integral part of the educational strategy that enables the RNoAFA to respond to the wider Educational Reforms and Modernisation programme of Norwegian Defence. The RNoAFA is presented as an illustration of how the New Learning Organisation serves the common good if Institutional Reflexivity and High Agility Organising were key aspects of the Learning Leadership it fosters. Research limitations/implications Consistent with MacIntosh et al.’s (2012) dialogical exchanges the authors present the relational and intersubjective nature of meaningful dialogue between the co-authors that provides scope for integrative stories of practice. The resulting illustrative example of the New Learning Organisation, is an account of the learning experienced. Hence, this paper is presented neither as a traditional empirical paper nor as a self-disclosing or even auto-ethnographic account. Instead, it is one of a series of research outputs from innovative research collaboration between the authors all committed to “practising knowing”. Practical implications The New Learning Organisation promoted here focuses on responsible action to serve the common good. Investing in Institutional Reflexivity becomes critical in continuing to broaden the ways of being and becoming. As individuals, communities and organisations, that comprise the institution (in this case Norwegian Defence) grow and elevate their practical judgements to serve the common good the capacity to engage in reflexive critique heightens organisational agility and leadership. Social implications Embedding care as the essence of learning not only enables accepting mistakes and owning up to these mistakes, but reinforcing the strength of character in doing so demonstrating what it means to be resilient, flexible and ready to respond to the VUCA. This is what permits High Agility Organising to foster learning on an ongoing basis driving the commitment to continually renew operational and professional practices. By focussing on how the common good can be better served, the New Learning Organisation cares to pursue the higher purpose that social actions must serve. Originality/value Advancing leadership as a personal, relational and organisational quality supported by an orientation towards practising goes beyond single, double and triple loop learning. In doing so, the Learning Leadership that drives the New Learning Organisation energises Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensuousness as a foundation for improving the practical judgements across professional practices.
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Gunsberg, David, Bruce Callow, Brett Ryan, Jolyon Suthers, Penny Anne Baker, and Joanna Richardson. "Applying an organisational agility maturity model." Journal of Organizational Change Management 31, no. 6 (October 1, 2018): 1315–43. http://dx.doi.org/10.1108/jocm-10-2017-0398.
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PurposeThe purpose of this paper is to identify the baseline model required to measure whole-of-organisation agility within a university information services division. The paper seeks to analyse the process of identifying and applying such a model.Design/methodology/approachThe qualitative methodology applied is that of a single case study. The organisation analysed was an Australian university’s information services division. A structured survey, based on Wendler (2014), was administered to all staff as part of a multi-phased approach, thus facilitating a triangulation process.FindingsThe current research has confirmed the applicability of Wendler’s model to the higher education information technology sector. Application of the model establishes not only a baseline agility maturity score across the whole-of-organisation but also provides granular scores based on organisational units. Triangulation of survey results is recommended to achieve a more in-depth perspective.Research limitations/implicationsFurther research comparing similarly and differently sized universities could provide valuable insights. More research is needed to extend the applicability of Wendler’s model to a wider range of domains and industries.Practical implicationsThe grouping of survey questions under particular broad themes reflected the strategic focus of the division being surveyed. Organisations implementing the proposed model will need to select themes that correspond with their respective strategic goals and culture.Originality/valueThe paper has extended the research and resultant model developed by Wendler by applying them not only to both managers and staff but also to a different domain, specifically higher education.
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Parikh, Indira J. "Executive Education in India: Current and Future Directions for HR Professionals." NHRD Network Journal 12, no. 1 (January 2019): 57–63. http://dx.doi.org/10.1177/2631454119829656.
Full textAbstract:
Executive development is imperative to organisational development and design. As organisations witness transformations in the internal and external environments, there is a need to equip executives with relevant skills, perspectives and competencies. The education provided by business schools may help to a limited extent for here and now. Rapid changes in the environment render earlier learning obsolete. Thus, a broad-based programme that encompasses skills, knowledge, perspectives and experiential components helps individuals in their organisational journeys and growth. It starts with settling in (through induction). It further proceeds to gaining a broader outlook over general and functional roles and knowledge. The trajectory further enables individuals explore leadership maps and definitions of the systems, structures and processes that they are a part of. Along with the central key functions, it has also become essential to comprehend the fact that our organisational roles interact with our social roles, mainly within the family and the larger context. This article also is an attempt to understand how management institutes, in-company training programmes and open programmes can facilitate in designing programmes to execute the same by including growth at different stages of personal, social and workspaces. From time to time, it is important to reflect, renew and take initiatives for the renewal and regeneration of the self, collectivity and the organisation.