Academic literature on the topic 'Organizational learning Australia'
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Journal articles on the topic "Organizational learning Australia"
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Lim, Fion Choon Boey, and Mahsood Shah. "An examination on the growth and sustainability of Australian transnational education." International Journal of Educational Management 31, no. 3 (April 10, 2017): 254–64. http://dx.doi.org/10.1108/ijem-02-2016-0024.
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Purpose The purpose of this paper is to analyze the dynamics facing transnational education (TNE) in Australia through literature review in three major areas: policy changes in Australia and major importing countries of Australian TNE, and recent development in online learning and the impact of the prevailing TNE models. The paper concludes by shedding some light on how these changes could affect the sustainability of the growth of Australian TNE in the future. Design/methodology/approach The paper is based on review of literature and use of secondary data on TNE in Australia. The paper analyzes the external quality audit reports with focus on TNE. It finally analyzes the future sustainability of Australian TNE based on growth of higher education in Asia and emergence of online learning. Findings TNE is experiencing growth in Australia. Based on the current model such as setting overseas campus and partnerships, the growth may not be sustainable. The emergence of online learning and developments in Asian higher education may pose increased risk and competition. TNE has been subject to external scrutiny through the external quality agency in past. The current compliance-driven quality assessment may put the transnational quality assessment at risk with increased focus on assessing the quality based on review of documentation. Originality/value The paper is original and it is based on Australian TNE.
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Fergusson, Lee, Timothy A Allred, Troy Dux, and Hugo M. Muianga. "Work-Based Learning and Research for Mid-Career Professionals: Two Project Examples from Australia." Interdisciplinary Journal of e-Skills and Lifelong Learning 14 (2018): 019–40. http://dx.doi.org/10.28945/3959.
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Aim/Purpose: Most research on work-based learning and research relates to theory, including perspectives, principles and curricula, but few studies provide contemporary examples of work-based projects, particularly in the Australian context; this paper aims to address that limitation. Background: The Professional Studies Program at University of Southern Queensland is dedicated to offering advanced practice professionals the opportunity to self-direct organizational and work-based research projects to solve real-world workplace problems; two such examples in the Australian context are provided by this paper. Methodology: The paper employs a descriptive approach to analyzing these two work-based research projects and describes the mixed methods used by each researcher. Contribution: The paper provides examples of work-based research in (a) health, safety, and wellness leadership and its relation to corporate performance; and (b) investigator identity in the Australian Public Service; neither topic has been examined before in Australia and little, if anything, is empirically known about these topics internationally. Findings: The paper presents the expected outcomes for each project, including discussion of the ‘triple dividend’ of personal, organizational, and practice domain benefits; as importantly, the paper presents statements of workplace problems, needs and opportunities, status of the practice domain, background and prior learning of the researchers, learning objectives, work-based research in the practice domain, and lessons learned from research which can be integrated into a structured framework of advanced practice. Recommendations for Practitioners: This is a preliminary study of two work-based research projects in Australia; as these and other real-world projects are completed, further systematic and rigorous reports to the international educational community will reveal the granulated value of conducting projects designed to change organisations and concordant practice domains. Recommendation for Researchers: While introducing the basic elements of research methods and expected out-comes of work-based projects, examples in this paper give only a glimpse into the possible longer-term contributions such research can make to workplaces in Australia. Researchers, as a consequence, need to better understand the relationship between practice domains, research as a valuable investigative tool in workplaces, and organizational and social outcomes. Impact on Society: Work-based learning and research have been developed to not only meet the complex and changing demands of the global workforce but have been implemented to address real-world organizational problems for the benefit of society; this paper provides two examples where such benefit may occur. Future Research: Future research should focus on the investigation of triple-dividend outcomes and whether they are sustainable over the longer term.
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Malik, Saleem, Mehmood Chadhar, Savanid Vatanasakdakul, and Madhu Chetty. "Factors Affecting the Organizational Adoption of Blockchain Technology: Extending the Technology–Organization–Environment (TOE) Framework in the Australian Context." Sustainability 13, no. 16 (August 21, 2021): 9404. http://dx.doi.org/10.3390/su13169404.
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Blockchain technology (BCT) has been gaining popularity due to its benefits for almost every industry. However, despite its benefits, the organizational adoption of BCT is rather limited. This lack of uptake motivated us to identify the factors that influence the adoption of BCT from an organizational perspective. In doing this, we reviewed the BCT literature, interviewed BCT experts, and proposed a research model based on the TOE framework. Specifically, we theorized the role of technological (perceived benefits, compatibility, information transparency, and disintermediation), organizational (organization innovativeness, organizational learning capability, and top management support), and environmental (competition intensity, government support, trading partners readiness, and standards uncertainty) factors in the organizational adoption of BCT in Australia. We confirmed the model with a sample of adopters and potential adopter organizations in Australia. The results show a significant role of the proposed factors in the organizational adoption of BCT in Australia. Additionally, we found that the relationship between the influential factors and BCT adoption is moderated by “perceived risks”. The study extends the TOE framework by adding factors that were ignored in previous studies on BCT adoption, such as perceived information transparency, perceived disintermediation, organizational innovativeness, organizational learning capability, and standards uncertainty.
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Malik, Saleem, Mehmood Chadhar, Madhu Chetty, and Savanid Vatanasakdakul. "Adoption of Blockchain Technology: Exploring the Factors Affecting Organizational Decision." Human Behavior and Emerging Technologies 2022 (August 20, 2022): 1–14. http://dx.doi.org/10.1155/2022/7320526.
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Blockchain (BCT) is an emerging technology that promises many benefits for organizations, for instance, disintermediation, data security, data transparency, a single version of the truth, and trust among trading partners. Despite its multiple benefits, the adoption rate of BCT among organizations has not reached a significantly high level worldwide, thus requiring further research in this space. The present study addresses this issue in the Australian context. There is a knowledge gap in what specific factors, among the plethora of factors reported in the extant literature, affect the organizational adoption of BCT in Australia. To fill this gap, the study uses the qualitative interpretative research approach along with the technology-organization-environment (TOE) framework as a theoretical lens. The data was mainly drawn from the literature review and semi-structured interviews of the decision-makers and senior IT people from the BCT adopter and potential adopter organizations in Australia. According to the findings, perceived information transparency, perceived risks, organization innovativeness, organization learning capability, standards uncertainty, and competition intensity influence organizational adoption of BCT in Australia. These factors are exclusively identified in this study. The study also validates the influence of perceived benefits and perceived compatibility on BCT adoption that are reported in the past studies. Practically, these findings are helpful for the Australian government and public and private organizations to develop better policies and make informed decisions for the organizational adoption of BCT. The findings would guide decision-makers to think about the adoption of BCT strategically. The study also has theoretical implications explained in the discussion section.
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Li, Wei, and Hans Hendrischke. "Chinese Outbound Investment in Australia: From State Control to Entrepreneurship." China Quarterly 243 (October 22, 2019): 701–36. http://dx.doi.org/10.1017/s0305741019001243.
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AbstractThis article contributes to our understanding of Chinese corporate expansion into developed economies by using Australia as a case study of how, in the 2010s, Chinese firms began transiting from government-driven resource investment to entrepreneurial expansion in new industries and markets. We contextualize this process by demonstrating how changing market demand and institutional evolutions at home and in the host country created new motivations for Chinese investors. In particular, the decline of active government control in China over the overseas operations of Chinese firms and the more business-oriented regulatory regime in Australia empowered local subsidiaries of Chinese firms to become more entrepreneurial and explorative in their attempts to compensate for their lack of competitiveness and weak organizational capabilities. Consequently, Chinese firms brought their domestic experience and modus operandi to the Australian host market and collectively adapted and deployed dynamic capabilities such as the use of network linkages, experiential learning and corporate reconfiguration. We find that this transfer of capabilities was facilitated by the co-evolution of the Chinese and Australian institutional and market environments and has maintained Australia's position as one of the major recipient countries of Chinese outbound investment, opening the Australian economy to ongoing expansion and disruption.
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Selvarajah, Christopher, John Chelliah, Denny Meyer, Edwina Pio, and Pacapol Anurit. "The impact of social motivation on cooperative learning and assessment preferences." Journal of Management & Organization 16, no. 1 (March 2010): 113–26. http://dx.doi.org/10.5172/jmo.16.1.113.
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AbstractThis study explores the assessment preferences of 453 postgraduate business students in New Zealand, Australia, and Thailand using a survey linking motivational and educational preferences. This study compares the needs of Western students (Australian and New Zealand), Asian (Thai) and international students (predominantly Chinese and Indian students) in Australia and New Zealand (ANZAC). One major finding is that students from these three countries who are socially motivated prefer ‘cooperative learning’. Further, the study specifically shows that students from Thailand are more socially motivated than students from Australia and New Zealand (ANZAC) while International ANZAC students have the greatest desire for cooperative learning. It also shows that group assessment poses quite significant challenges for local ANZAC students and therefore, remedial intervention from universities is essential if group assessments are to remain relevant and useful in achieving meaningful teaching and learning outcomes.
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Ellerbrock, Cheryl, Katherine Main, Kristina Falbe, and Dana Pomykal Franz. "An Examination of Middle School Organizational Structures in the United States and Australia." Education Sciences 8, no. 4 (October 15, 2018): 168. http://dx.doi.org/10.3390/educsci8040168.
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The middle school concept, aimed at creating a more developmentally responsive learning environment for young adolescents, gained a stronghold in the later part of the 20th century. Proponents of this concept have argued continually for the holistic implementation of its six key characteristics if its benefits are to be realized. These characteristics include: (a) a challenging, integrative, and exploratory curriculum; (b) varied teaching and learning approaches; (c) assessment and evaluation that promote learning; (d) flexible organizational structures (i.e., including the physical space, scheduling, and grouping of students and teachers); (e) programs and policies that foster health, wellness and safety; and (f) comprehensive guidance and support services. Recently, Ellerbrock, Falbe, and Pomykal Franz identified key middle school organizational structures of people, place, and time as being interconnected and integral to effective middle school practices. Main also demonstrated the interconnected nature of these key characteristics and how organizational structures of people affected the successful implementation of other characteristics. Thus, how these organizational structures can and are being implemented has implications for our understanding of the effectiveness of other middle school practices. In this paper, researchers from both the United States and Australia examine and compare literature published between 2000 and 2018 addressing ways in which middle school/middle years organizational structures have been reported and categorized by structures of people, place, and time in these two countries. Pertinent literature related to organizational structures of middle schools in the United States and to middle years education in Australia was examined. Findings from studies and evaluations from each country are reported to provide an international perspective on the organizational structures of middle schools/middle years education across the two countries. Overall, since 2000, the body of knowledge about middle schools/middle years organizational structures has been surprisingly limited in comparison to their perceived importance in the field. This lack of research is concerning in the midst of educational reform in both countries, resulting in questions about the impact of school organizational structures on young adolescent development and learning.
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Ling, Peter. "8. Strategic Approaches to Academic Development: Relationship to Learning and Teaching." Collected Essays on Learning and Teaching 2 (June 13, 2011): 48. http://dx.doi.org/10.22329/celt.v2i0.3202.
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Most universities in Australia have established at least one organizational unit with a responsibility for academic development. While ‘academic’ could embrace all aspects of the role of academics, including research, innovation, and contributions to community and professional bodies, the expectation is that the focus will be on learning and teaching. In this paper, I address the extent to which – and the sense in which – this is true. I use the results of several surveys conducted in Australia in 2007 and information emerging from a forum of Australian university personnel associated with the development of academics. These sources show that academic development units often perform a range of functions that go beyond the development of learning and teaching. Reviewing the available data, I conclude that the current role of academic developers is very much influenced by strategic pursuits of universities. In this climate, the potential for academic development to operate with the integrity of a practice informed by the disciplined study of learning and teaching is more limited than it was during periods where the understanding of learning and teaching drove the enterprise.
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Hobson, R. "Master Foods Australia: Lessons in successful organisational learning practice." Asia Pacific Journal of Human Resources 42, no. 3 (December 1, 2004): 348–64. http://dx.doi.org/10.1177/1038411104048171.
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Ingerson, Lynley, and Michael L. Naraine. "It’s Just Not Cricket: A Case of Ethics, Integrity, and Organizational Culture Within a National Sport Governing Body." Case Studies in Sport Management 8, S1 (January 1, 2019): S1—S6. http://dx.doi.org/10.1123/cssm.2018-0014.
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In early 2018, Cricket Australia, the national governing body for cricket in Australia, experienced a critical incident when men’s national test athletes were caught in a ball tampering scandal known as “Sandpaper-gate.” As the “custodians of the game,” integrity and culture are extremely important, and the incident was the catalyst for the organization to hire a new Integrity Manager. This case study concentrates on the story of Patrick Murphy, the new, fictitious hire at Cricket Australia tasked with helping to rebuild the organization’s ethical culture. After learning of Patrick’s past sport experiences, the narrative reveals additional non-fictitious elements that have emanated over the course of the past few years, which are affecting the organization’s present culture. After learning about the doping, human resource management, sex and diversity, and athlete management issues, Patrick is tasked with performing a culture audit and reporting back to his superiors. This case study offers a contemporary context in which to discuss ethics and culture in sport, notably from a large, non-North American sport organization.
Dissertations / Theses on the topic "Organizational learning Australia"
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Subramaniam, Revati, and doraiv@iprimus com au. "A multivariate study of the relationship between organizational learning, organizational innovation and organizational climate in the Australian hospitality industry." Swinburne University of Technology. Australian Graduate School of Entrepreneurship, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20051025.151937.
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This multi-method study investigated the relationship between the dimensions of organizational learning, organizational innovation and organizational climate in the Australian Hotel Industry.
The hotel industry was chosen as it is highly labour intensive and serves as a suitable environment to test the three dependent variables that are closely employee related.
Data was collected from a total population sample of 800 respondents, employed in 50 hotels, which included 45 from a large International Brewery Group located in Melbourne and 5 independent hotels. The response rate was 75%.
Organizational learning was measured using, the 34-item Organizational Learning Profile (OLP) scale (Pace et al, 1997) containing the four dimensions of OL (Achievement Mindset, Learning Practices, Information Sharing Patterns, and Inquiry Climate) was used.
Organizational Innovation was measured using the 24- item Workplace Innovation Scale (WIS) (McMurray and Dorai, 2002) containing the four dimensions of Innovation (Organizational Innovation, Innovation Climate, Team Innovation and Individual Innovation).
Organizational Climate (OC) was measured using the 40 item Koys and DeCotiis (1996) scale containing the eight dimensions of support, autonomy, pressure, cohesion, recognition, fairness, innovation and trust.
Statistical analysis was carried out using SPSS (v.10) and qualitative data was analyzed using theme-category analysis.
This study contributes to the management literature and extends the existing knowledge on learning, innovation and climate.
Specifically the results show that the dimensions of organizational learning, innovation and climate are predictors of one another and it establishes a significant relationship between the dimensions of learning, innovation and climate.
Furthermore, this study found that Workplace Survey is a valid and reliable scale to measure learning, innovation and climate.
The recommendations made in this study will help management understand the importance of learning and innovation in the workplace. In turn, this will improve the organizational climate by facilitating learning and innovation among hotel employees.
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Liu, De Min. "Building an organisational learning architecture for strategic renewal an autoethnography of action learning /." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/67317.
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Thesis (PhD) - Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology, 2009.A thesis is submitted in fulfilment of the requirements for the degree Doctor of Philosophy, Faculty of Business and Enterprise, Swinburne University of Technology - 2009. Typescript. Includes bibliographical references (p. 225-238)
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Wismiarsi, Tri 1966. "Relationship between the degree of internationalisation, firm characteristics, international market orientation and learning orientation." Monash University, Dept. of Marketing, 2004. http://arrow.monash.edu.au/hdl/1959.1/5337.
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Seethamraju, Ravi C. M., of Western Sydney Nepean University, and Faculty of Commerce. "Transition of engineers into management roles : an exploratory study in Australia." THESIS_FCOM_XXX_Seethamraju_R.xml, 1997. http://handle.uws.edu.au:8081/1959.7/679.
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A significant number of engineers move into management positions, their numbers increasing with their length of service. However, engineers are not considered to be effective managers and are generally considered inadequate in soft skills. Given the centrality of engineers and management, understanding this transition is essential in order to develop strategies for managing. This research is an exploratory field-based study of the transition of professional engineers into management roles (engineer-managers) in Australia, from the perspective of the individual engineer. The study investigates the attitudes of engineers towards such areas as engineering education, towards managerial transition, status, organizational support systems, and strategies for managing transition, and examines their influence on the process of transition. Importantly, this research examines the influence of factors such as job nature, management qualifications, age, employing organizations, and other variables on their attitudes, and studies the differences between various subgroups of engineers. This research is based on the results of a case study and a questionnaire survey. An important outcome of this research is the focus on the process of engineering education. This research concludes that different emphases in the process of teaching and learning would contribute, in the long run, to engineers developing soft skills, and so make their transition into management easier. The study found that electrical engineers are more proactive than civil or mechanical engineers and that it is necessary to develop different strategies for different groups of engineers. The study observed that the higher the status of professional engineers within an organization, the greater was the likelihood of success. Supporting the anecdotal evidence from the case study, it is noted that the more engineers there are in management positions, the better the perception of senior management about their capabilities. This study found that management education for engineers has a strong influence, both in terms of their acquiring managerial skills as well as enhancing their status within their organization. Experiential learning, though, is the most common method by which engineers acquire managerial skills. The study also found that this is the least-managed strategy in Australian organizations; learning is left entirely to the individual. For engineers to be able to take advantage of experiential learning, better management is necessaryDoctor of Philosophy (PhD)
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Fahrudi, Agung N. L. I. "Managing organizational learning ambidexterity: An exploratory study of Australian large service organizations." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2120.
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Organizational ambidexterity is about developing necessary organizational capabilities to compete in new and changing markets that enable organizations to survive in the face of dynamic external environments. It is about finding a balance between exploring new knowledge and exploiting existing knowledge or capabilities. The research on ambidexterity has offered different mechanisms for pursuing ambidexterity, and has highlighted the pivotal role of organizations’ senior teams and leadership behaviors in balancing the conflicting demands of exploration and exploitation. Research has also shown that no universal best practices should be sought to resolve the dilemma but instead leaders need to understand the situational context to enable them to develop the capability to effectively adjust the internal context of their organizations to the demands of the dynamic external environment or context. However, exactly how these leaders actually manage the interfaces of exploration and exploitation and the inevitable conflicts that arise from these two conflicting activities in practice is less clear. This study tries to address this gap by using an organizational learning lens to investigate what leaders actually do to achieve ambidexterity.
Research has shown that in terms of responding to the effects of the external context or environment, leaders need to pursue both cost-leadership (exploitation) and differentiation (exploration) strategies simultaneously to enable their organizations to compete competitively; they need to avoid “a stuck in the middle strategy” where they fail to successfully pursue either strategy. The aims of this thesis are thus twofold. The first aim is to examine the impact of external environments or contexts (i.e., competition, customer demands, development of technology, strategic partners, and government) on exploratory and exploitative innovation that organizations pursue. The second aim of this thesis, using Crossan et al.’s (1999) 4I framework, is to investigate how leaders facilitate organizational learning ambidexterity for the innovation they are pursuing. Leaders need to provide internal contextual support (i.e. strategy, structure, organizational culture, and resources) to facilitate learning in each of 4I phases in order to pursue innovation. Exploration of new knowledge (idea generation) is often associated with the intuition and interpretation phases of the 4I organizational learning process. Conversely, exploitation of existing knowledge (implementation) is closely linked to the process of institutionalization. One of the most challenging phases of the 4I framework is in the integrating phase, which requires trade-offs, particularly in resource allocation with individuals or groups often competing for scarce resources to explore and exploit.
A qualitative approach was adopted to address the research aims of this study. Case studies of four large Australian service organizations were undertaken in an exploratory analysis of the complex phenomenon of ambidexterity for innovation to account for contextual differences. The reason for choosing large service organizations is that service organizations need to continuously explore new approaches to provide better service to their customers, but being large, these organizations often find it difficult to pursue innovation due to the complexity of their structures and bureaucracies. The service organizations studied are a regional private bank, a public university, a police academy, and a private hospital (having public-private partnership arrangements). These organizations had or are engaged in innovation. For the purpose of this study, innovation does not refer only to new services or practices in the industry but can also refer to something new to the organization being observed. Semi-structured interviews were conducted with 29 organizational members from the four organizations, mostly from the top and middle managerial levels due to the significant importance of the leadership role in ambidextrous organizations. The interviews were complemented by the use of documentary sources, such as the organizations’ official websites, annual reports, and press releases. Interview data was classified thematically based on the predetermined framework of factors in the external and internal contexts and compared to the corresponding documentary sources to build interpretation for the within and cross-case analyses. The semi-structured interviews also allowed for any new or emerging themes to be considered.
Findings emerging from this research indicate that a resource-constrained environment has compelled the four service organizations to achieve increased efficiency, which is often associated with process innovation or exploitation. This was a common theme across the organizations despite their different contexts. Interestingly, for the researched organizations, exploration in a resource-constrained environment can also relate to significant or radical process improvements to increase efficiency and therefore exploration is not simply about developing new products or services. For example, the researched organizations strived to achieve higher efficiency by pursuing radical technological-based innovation and adopting administrative innovation i.e. structural reform. Nevertheless, the cases revealed that while these organizations strived to pursue both cost-leadership (efficiency) and differentiation strategies simultaneously, they tended to focus on efficiency (exploitation) rather than on product differentiation (exploration) in the face of a resource–constrained environment. However, the relative optimal level of or balance between exploration and exploitation varied between these organizations due to their contextual differences. The tendency of focusing on cost-leadership or efficiency was higher among the public organizations (e.g. the public university) compared to their private counterparts (e.g. the regional private bank). Conversely, the competitive pressure for product innovation or differentiation was higher in private than public organizations.
This thesis contributes to the discussion on organizational ambidexterity by demonstrating how the external context affects what leaders actually do to provide internal contextual support in order to facilitate organizational learning for both exploratory and exploitative innovation and thus achieve ambidexterity. It demonstrates that leaders should use the framework proposed in this study to consider their organization-specific contexts in managing ambidexterity for innovation because the combinations of and interplay between external and internal contexts vary among different organizations.
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au, P. Reece@murdoch edu, and Philip David Reece. "Universities as Learning Organizations: How can Australian Universities become Learning Organizations?" Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040714.134623.
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This thesis examines the research issue of universities as Learning Organization. It examines the research problem of How can Australian universities become Learning Organization? This thesis presents the findings from a qualitative study of two publicly funded universities based in Western Australia, using the convergent interview and multiple case study methodology. The 11 convergent interviews were used to establish the ten key dimensions of what, the researcher considered, are necessary for Australian universities to become Learning Organization. The 32 case studies were then used to confirm or disconfirm these ten key dimensions which are listed below:
Leadership
Vision
Organizational culture
Human resource management
Role in society
Accessibility
Resources
Innovation and creativity
Information Communication Technology
Global reach
Of the ten key dimensions examined some, such as leadership, vision, Human Resource Management and having sufficient resources, were found to be clearly important to Australian universities becoming Learning Organization. While others, such as the global reach of a university and the accessibility to a university, presented with less clear findings, but still remain as part of the overall basis for Australian universities to become Learning Organization. The findings presented in this thesis represent the combined views of 32 staff members of two West Australian universities and provide many meaningful insights to the current state of two contemporary West Australian universities; one noted primarily as a research university and the other as primarily a teaching university. Finally, this thesis presents a model of what Australian universities could be, as Learning Organization.
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Reece, Philip David. "Universities as learning organizations: how can Australian universities become learning organizations?" Thesis, Reece, Philip David (2004) Universities as learning organizations: how can Australian universities become learning organizations? PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/274/.
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This thesis examines the research issue of universities as Learning Organization. It examines the research problem of 'How can Australian universities become Learning Organization'? This thesis presents the findings from a qualitative study of two publicly funded universities based in Western Australia, using the convergent interview and multiple case study methodology. The 11 convergent interviews were used to establish the ten key dimensions of what, the researcher considered, are necessary for Australian universities to become Learning Organization. The 32 case studies were then used to confirm or disconfirm these ten key dimensions which are listed below:
* Leadership
* Vision
* Organizational culture
* Human resource management
* Role in society
* Accessibility
* Resources
* Innovation and creativity
* Information Communication Technology
* Global reach
Of the ten key dimensions examined some, such as leadership, vision, Human Resource Management and having sufficient resources, were found to be clearly important to Australian universities becoming Learning Organization. While others, such as the global reach of a university and the accessibility to a university, presented with less clear findings, but still remain as part of the overall basis for Australian universities to become Learning Organization. The findings presented in this thesis represent the combined views of 32 staff members of two West Australian universities and provide many meaningful insights to the current state of two contemporary West Australian universities; one noted primarily as a research university and the other as primarily a teaching university. Finally, this thesis presents a model of what Australian universities could be, as Learning Organization.
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Reece, Philip David. "Universities as learning organizations : how can Australian universities become learning organizations? /." Reece, Philip David (2004) Universities as learning organizations: how can Australian universities become learning organizations? PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/274/.
Full textAbstract:
This thesis examines the research issue of universities as Learning Organization. It examines the research problem of 'How can Australian universities become Learning Organization'? This thesis presents the findings from a qualitative study of two publicly funded universities based in Western Australia, using the convergent interview and multiple case study methodology. The 11 convergent interviews were used to establish the ten key dimensions of what, the researcher considered, are necessary for Australian universities to become Learning Organization. The 32 case studies were then used to confirm or disconfirm these ten key dimensions which are listed below:
* Leadership
* Vision
* Organizational culture
* Human resource management
* Role in society
* Accessibility
* Resources
* Innovation and creativity
* Information Communication Technology
* Global reach
Of the ten key dimensions examined some, such as leadership, vision, Human Resource Management and having sufficient resources, were found to be clearly important to Australian universities becoming Learning Organization. While others, such as the global reach of a university and the accessibility to a university, presented with less clear findings, but still remain as part of the overall basis for Australian universities to become Learning Organization. The findings presented in this thesis represent the combined views of 32 staff members of two West Australian universities and provide many meaningful insights to the current state of two contemporary West Australian universities; one noted primarily as a research university and the other as primarily a teaching university. Finally, this thesis presents a model of what Australian universities could be, as Learning Organization.
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McCaffrey, John, and n/a. "The Extent to Which Clubs Are Perceived As Learning Organizations." University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081205.095000.
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In 1995 a Federal Government Report, Enterprising Nation: Renewing
Australia?s Managers to Meet the Challenges of the Asia-Pacific Century (Karpin,
1995) was published. One of the key themes of this report was that "The "learning
organisation" will be standard philosophy for many Australian enterprises and a
major way they cope with change and turbulence. Managers will create conditions
conducive to learning for both individuals and the enterprise as a whole, within and
between groups, across individual business units and between enterprises and their
external environments."
There is a dearth of published literature internationally, not only on clubs and
the degree to which they are learning organizations but organizations in general. A
systematic search of the literature identified only one published report in which there
was an in-depth exploration of an organization to determine if it was a learning
organization. Therefore, this study has a dual purpose. Firstly, it provides an in-depth
study of a specific industry; and secondly it helps to fill a knowledge gap in the study
of organizations.
This study has used as its theoretical framework Marquardt?s (2002) learning
organization model to determine the extent to which the characteristics of the learning
organization are perceived to apply to a group of clubs in a regional area of Australia.
The study has used a survey method utilising the Learning Organization Profile (LOP)
questionnaire developed by Marquardt (1996) and validated by Griego, Geroy and
Wright (2000) and interviews with the CEOs and Human Resource Managers from
four clubs. The LOP was distributed to permanent staff working in these clubs
resulting in 36% of the LOPs being returned.
Statistical analysis of the returned LOPs indicated that the clubs had not adopted
the characteristics of the learning organization to any great extent. The clubs divided
into two groups. The perceptions of staff from two clubs were that the clubs had
adopted learning organization characteristics to a minor extent. The perceptions of
staff from the other two clubs was that the two clubs had adopted learning
organization characteristics to a moderate extent. In all cases the pattern of
perceptions of staff represented differences of degree rather than fundamental
differences.
When the data obtained from the managers were examined, managers
perceptions were that the clubs had adopted the characteristics of a learning
organization to a moderate extent. These results compare favourably with the results
of the Byers study (1999), which found that the perceptions of senior managers in
Australian organizations were that the characteristics of a learning organization
applied to a moderate extent. The perceptions of non-managers were that the
characteristics applied to a minor extent. Statistical analysis of the data indicated that
there were no significant differences between managers and non-managers, with the
differences being in the degree rather than there being any fundamental differences.
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Roberts, Irma. "Performance management : a connected professional learning model." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/324.
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Increasingly school principals are more accountable for the performance of both their staff and students. In Australia and most OECD countries, the performance management process is identified as a mandatory vehicle for accountability and improving teacher professional development to advance student achievements. Yet, professional development is identified as a secondary discourse in performance management models, while accountability is arguably the dominant discourse. The purpose of this portfolio is the development of a blended performance management model that meets teachers' needs. The model seeks to shift the emphasis from accountability to professional development and bring the two discourses into a more compatible relationship.
Books on the topic "Organizational learning Australia"
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Miralles-Lombardo, Beatriz. Creating learning spaces for refugees: The role of multicultural organisations in Australia. Adelaide: NCVER, 2008.
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(Editor), Harry Boer, Anders Berger (Editor), Ross Chapman (Editor), and Frank Gertsen (Editor), eds. Ci Changes from Suggestion Box to Organisational Learning: Continuous Improvement in Europe and Australia. Ashgate Publishing, 2000.
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Chapman, Ross, Harry Boer, Anders Berger, and Frank Gertsen. CI Changes from Suggestion Box to Organisational Learning : Continuous Improvement in Europe and Australia: Continuous Improvement in Europe and Australia. Taylor & Francis Group, 2017.
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CI Changes from Suggestion Box to Organisational Learning: Continuous Improvement in Europe and Australia. Routledge, 2019.
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Chapman, Ross, Harry Boer, Anders Berger, and Frank Gertsen. CI Changes from Suggestion Box to Organisational Learning: Continuous Improvement in Europe and Australia. Taylor & Francis Group, 2017.
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Chapman, Ross, Harry Boer, Anders Berger, and Frank Gertsen. CI Changes from Suggestion Box to Organisational Learning: Continuous Improvement in Europe and Australia. Taylor & Francis Group, 2017.
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Rylatt, Alastair. Winning the Knowledge Game: A Smarter Strategy for Better Business in Australia and New Zealand. McGraw-Hill Australia, 2003.
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Lemos, Marion De, and Jean Russell. Enabling Learning. ACER Press, 2002.
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Spracher, William C. Teaching Intelligence in the United States, the United Kingdom, and Canada. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.308.
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Intelligence studies, as taught by specialized departments or institutes and leading to degrees with the word “intelligence” in their titles, is a relatively new phenomenon. Intelligence is considered a profession, while intelligence studies can probably best be described as an emerging discipline that has yet to reach full maturity. Much of the more recent data on teaching intelligence is in the hands of professional associations, government agencies, and nongovernmental organizations dealing with the intelligence profession. Some of the government academic institutions which served as the wellspring for many of the nongovernmental programs that blossomed later are the Department of Defense institutions, the National Defense Intelligence College, and the National Defense University. There are also professional journals and other publications covering intelligence studies courses, as well as nongovernmental professional organizations that students of intelligence can join, such as the National Military Intelligence Association and the International Studies Association. At the international level, intelligence studies courses are offered in countries like the UK, Canada, Australia, South Africa, Israel, and Brazil. The next step is to determine what specifically is being taught, and how, among the growing number of colleges and universities getting into the business of teaching intelligence, especially in the wake of 9/11. A significant is the phenomenal growth of online programs, which allow deployed military and civilian personnel to study intelligence while practicing the theory they are learning.
Book chapters on the topic "Organizational learning Australia"
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Okamoto, Jiro. "Australia’s Economic Relations with ASEAN: Learning to Deal with the Evolving Organization." In The Australia-ASEAN Dialogue, 127–43. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137449146_8.
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Oostvogel, Karen, Marieke Koornneef, and Rob F. Poell. "Strategies of HRD Practitioners in Different Types of Organization: A Qualitative Study Among 18 South Australian HRD Practitioners." In Supporting Workplace Learning, 11–25. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9109-3_2.
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Bartleet, Brydie-Leigh, Gavin Carfoot, and Alan Murn. "Exploring University-Community Partnerships in Arts-Based Service Learning with Australian First Peoples and Arts Organizations." In Engaging First Peoples in Arts-Based Service Learning, 31–49. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22153-3_3.
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Schmidt, Veronica. "Learning Agility in Action." In The Age of Agility, 479–556. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190085353.003.0020.
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“Learning Agility in Action” presents a series of 10 real-world case studies examining how organizations have applied learning agility in their talent management and leadership practices. The cases are from a variety of organizations, ranging from school systems to healthcare organizations to Fortune 500 companies such as Procter & Gamble, IBM, and Johnson & Johnson. Organizations are based in the United States as well as in China and Australia. All of the case studies were written by practitioners. They identify how the concept of learning agility was introduced into their organizations, difficulties and pleasant surprises they experienced, and successes and drawbacks they have observed. It is hoped those lessons will provide a road map of best practices for readers in their journeys to implement learning agility in their talent management practices and organizational cultures.
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Fernandes, Venesser. "The Case for Effectively Using Existing Business Improvement Models in Australian Schools." In Advances in Human Resources Management and Organizational Development, 130–57. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8516-9.ch007.
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There is a significant lack of documented research on Australian school improvement that is contextualized within business improvement model settings. This is the case even though Australian schools have been operating within a business environment for a while now. This chapter aims at addressing this gap by discussing what educational quality is within schools. It will present an adapted version for continuous school improvement within school systems in Australia. This adapted version of continuous school improvement provides a theoretical framework on how schools operating as self-managed business systems can ensure that the delivery of educational quality is strategically sustained at the organizational level and that focus remains on the important core business of student learning. This adapted version has been described as strategic TQM and a case is made for its use in Australian schools through five transformations that are brought about through the SCOPE cycle for school improvement.
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Fernandes, Venesser. "The Case for Effectively Using Existing Business Improvement Models in Australian Schools." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 662–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch030.
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There is a significant lack of documented research on Australian school improvement that is contextualized within business improvement model settings. This is the case even though Australian schools have been operating within a business environment for a while now. This chapter aims at addressing this gap by discussing what educational quality is within schools. It will present an adapted version for continuous school improvement within school systems in Australia. This adapted version of continuous school improvement provides a theoretical framework on how schools operating as self-managed business systems can ensure that the delivery of educational quality is strategically sustained at the organizational level and that focus remains on the important core business of student learning. This adapted version has been described as strategic TQM and a case is made for its use in Australian schools through five transformations that are brought about through the SCOPE cycle for school improvement.
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Heath, Jennifer, and Eeva Leinonen. "An Institution Wide Approach to Learning Analytics." In Developing Effective Educational Experiences through Learning Analytics, 73–87. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9983-0.ch003.
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The desire to provide personalized learning support for students has been a strong driver of the development of learning analytics capabilities at the University of Wollongong (UOW), Australia. A case study approach is taken to explore the diverse challenges faced when adopting an institution wide approach to learning analytics. Aspects explored include: establishing a clear strategy and governance, implementing foundation technology, developing and applying analytics and visualizations, managing organizational culture change, understanding student expectations, and addressing ethical challenges associated with learning analytics. This chapter draws upon the results of a UOW student survey conducted in late 2013 that explored first year student expectations regarding privacy in relation to learning analytics, and their preferred approach to interventions. Throughout it is noted that the academic endeavor, rather than technology and data management, drives the UOW adoption of learning analytics.
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Padró, Fernando F., and Michael Sankey. "Benchmarking as an Instrument for Continuous Improvement in a Regulated Higher Education Quality Assurance Environment." In Cases on Quality Initiatives for Organizational Longevity, 35–73. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5288-8.ch002.
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Benchmarking by higher education institutions (HEIs) has been evolving for some time in Australia and New Zealand. Earlier efforts were focused on improving reputation, but now benchmarking has become a required component of higher education quality assurance, or regulatory compliance schemes. ACODE's benchmarking framework and the ACODE Benchmarks provide Australasian HEIs with the ability to review their technology enhanced learning (TEL) practices and decision-making against what is considered “good” practice. The ACODE benchmarking framework and its benchmarks also allow HEIs to inform quality audit, or regulatory compliance reporting by HEIs to maintain institutional recognition and demonstrate performance against threshold or other specific performance standards. ACODE's benchmarking framework and benchmarks are recognized as influencers in benchmarking practice. However, there is a need to generate empirical data to demonstrate its leadership role and review the benchmarks for present purposes and to determine how they are used by HEIs. Thus, in effect, this case study represents a view of the increasing importance of benchmarking in higher education quality assurance schemes—at least in some national sectors—through the lens of benchmarking the benchmarks. The case presents the ongoing efforts, providing available data from one completed round and a still to be completed second round of what has become a biennial exercise. Findings so far suggest increasing interest in using the ACODE benchmarks to assist in determining performance within HEI TEL-related issues and in HEI participation in the benchmarking the benchmarks exercise as a means of learning from each other's practice.
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Kong, Eric. "Human Capital and External Knowledge Acquisition in Nonprofit Organizations." In Knowledge Management for Competitive Advantage During Economic Crisis, 82–99. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6457-9.ch006.
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Human Capital (HC) is defined as the human knowledge and knowing capability that an organization possesses that provide a competitive edge to the organization in the market. Organizational members' tacit knowledge, abilities, and skills to sense and understand the needs of external stakeholders, and constantly interact appropriately with the stakeholders for the benefits of their organizations, can be seen as a unique set of HC. External knowledge can be acquired through HC for strategic advantage and renewal. A review of the literature and a series of semi-structured in-depth interviews with 15 nonprofit members from 7 Australian NPOs reveal that there is a strong link between HC and external knowledge acquisition. This chapter argues that a better understanding of the relationship between HC and external knowledge acquisition is necessary if knowledge management, organizational learning, and an intellectual capital-view of the firm are to be fully integrated.
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Kong, Eric, and Mark Farrell. "A Preliminary Study of Neuro-Linguistic Programming in Nonprofit Organizations." In Quality Innovation, 189–205. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4769-5.ch009.
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Knowledge and learning capabilities assist organizations to become more innovative and adaptive as the capabilities help organizations to recognize and assimilate knowledge and apply it toward new ends. The development of the capabilities becomes critical if organizations are to become and remain competitive. Previous literature-based research suggests that Neuro-Linguistic Programming (NLP) helps to facilitate the development of knowledge and learning capabilities in organizations. NLP suggests that subjective experience is encoded in terms of three main representation systems namely: Visual, Auditory, and Kinesthetic (VAK). Based on 15 qualitative in-depth semi-structured interviews across 7 Australian nonprofit organizations, this chapter argues that NLP may be used as a key approach for nurturing organizational knowledge and learning capabilities for innovation in the knowledge economy. Examples are used in the chapter to illustrate the possible benefits of utilizing NLP in developing the capabilities for organizational innovativeness. Future research direction and limitations are also discussed.
Conference papers on the topic "Organizational learning Australia"
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Staritsina, I. A. "PROSPECTS FOR VETERINARY EDUCATION ABROAD." In DIGEST OF ARTICLES ALL-RUSSIAN (NATIONAL) SCIENTIFIC AND PRACTICAL CONFERENCE "CURRENT ISSUES OF VETERINARY MEDICINE: EDUCATION, SCIENCE, PRACTICE", DEDICATED TO THE 190TH ANNIVERSARY FROM THE BIRTH OF A.P. Stepanova. Publishing house of RGAU - MSHA, 2021. http://dx.doi.org/10.26897/978-5-9675-1853-9-2021-69.
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The experience of using an interactive whiteboard is applicable for distance learning during a pandemic. The division of students into microgroups, for the integration of knowledge in various disciplines, is applicable for the organization of self-study. On the example of the teaching experience of universities in the USA, Australia, Great Britain, Brazil.
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C MacKrell, Dale. "Win-Win-Win: Reflections from a Work-Integrated Learning Project in a Non-Profit Organization." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3467.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This paper reports on the educational aspects of an information systems work-integrated learning (WIL) capstone project for an organization which operates to alleviate homelessness in the Australian non-profit sector. The methodology adopted for the study is Action Design Research (ADR) which draws on action research and design research as a means for framing a project's progress. Reflective insights by the project stakeholders, namely, students, academics, and the non-profit client, reveal a curriculum at work through internal features of the organization; personal features of the participants and features of the external environment. Preliminary findings suggest that students in a WIL project for a non-profit are highly engaged, especially when they become aware of the project’s social value. As well, the improvement of professional skills and emotional intelligence by students is more likely in real-life practice settings than in other less authentic WIL activities, equipping graduates for the workforce with both strong disciplinary and generic skills. Win-win-win synergies through project collaboration represent worthwhile outcomes to education, industry and research.
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"Remaining Connected with our Graduates: A Pilot Study." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4162.
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[This Proceedings paper was revised and published in the 2019 issue of the Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 15.] Aim/Purpose This study aims to determine where nursing students from a metropolitan university subsequently work following graduation, identify the factors that influence decisions to pursue careers in particular locations, ascertain educational plans in the immediate future; and explore the factors that might attract students to pursue postgraduate study. Background The global nursing shortage and high attrition of nursing students remain a challenge for the nursing profession. A recurrent pattern of maldistribution of nurses in clinical specialities and work locations has also occurred. It is imperative that institutions of learning examine their directions and priorities with the goal of meeting the mounting health needs of the wider community. Methodology Qualitative and quantitative data were obtained through an online 21-item questionnaire. The questionnaire gathered data such as year of graduation, employment status, the location of main and secondary jobs, the principal area of nursing activity, and plans for postgraduate study. It sought graduates’ reasons for seeking employment in particular workplaces and the factors encouraging them to pursue postgraduate study. Contribution This study is meaningful and relevant as it provided a window to see the gaps in higher education and nursing practice, and opportunities in research and collaboration. It conveys many insights that were informative, valuable and illuminating in the context of nurse shortage and nurse education. The partnership with hospitals and health services in providing education and support at the workplace is emphasized. Findings Twenty-three students completed the online questionnaire. All respondents were employed, 22 were working in Australia on a permanent basis (96%), 19 in urban areas (83%) with three in regional/rural areas (13%), and one was working internationally (4%). This pilot study revealed that there were varied reasons for workplace decisions, but the most common answer was the opportunity provided to students to undertake their graduate year and subsequent employment offered. Moreover, the prevailing culture of the organization and high-quality clinical experiences afforded to students were significant contributory factors. Data analysis revealed their plans for postgraduate studies in the next five years (61%), with critical care nursing as the most popular specialty option. The majority of the respondents (78%) signified their interest in taking further courses, being familiar with the educational system and expressing high satisfaction with the university’s program delivery. Recommendations for Practitioners The results of the pilot should be tested in a full study with validated instruments in the future. With a larger dataset, the conclusions about graduate destinations and postgraduate educational pursuits of graduates would be generalizable, valid and reliable. Recommendation for Researchers Further research to explore how graduates might be encouraged to work in rural and regional areas, determine courses that meet the demand of the market, and how to better engage with clinical partners are recommended. Impact on Society It is expected that the study will be extended in the future to benefit other academics, service managers, recruiters, and stakeholders to alert them of strategies that may be used to entice graduates to seek employment in various areas and plan for addressing the educational needs of postgraduate nursing students. The end goal is to help enhance the nursing workforce by focusing on leadership and retention. Future Research Future directions for research will include canvassing a bigger sample of alumni students and continuously monitoring graduate destinations and educational aspirations. How graduates might be encouraged to work in rural and regional areas will be further explored. Further research will also be undertaken involving graduates from other universities and other countries in order to compare the work practice of graduates over the same time frame.
Reports on the topic "Organizational learning Australia"
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Бондаренко, Ольга Володимирівна, Світлана Вікторівна Мантуленко, and Андрій Валерійович Пікільняк. Google Classroom as a Tool of Support of Blended Learning for Geography Students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2655.
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Abstract. The article reveals the experience of organizing blended learning for geography students using Google Classroom, and discloses its potential uses in the study of geography. For the last three years, the authors have tested such in-class and distance courses as “Cartography and Basics of Topography”, “Population Geography”, “Information Systems and Technologies in Tourism Industry”, “Regional Economic and Social World Geography (Europe and the CIS)”, “Regional Economic and Social World Geography (Africa, Latin America, Asia, Anglo-America, Australia and Oceania)”, “Socio-Economic Cartography”. The advantages of using the specified interactive tool during the study of geographical disciplines are highlighted out in the article. As it has been established, the organization of the learning process using Google Classroom ensures the unity of in-class and out-of-class learning; it is designed to realize effective interaction of the subjects learning in real time; to monitor the quality of training and control the students’ learning achievements in class as well as out of it, etc. The article outlines the disadvantages that should be taken into account when organizing blended learning using Google Classroom, including the occasional predominance of students’ external motivation in education and their low level of readiness for work in the classroom; insufficient level of material and technical support in some classrooms; need for out-of-class pedagogical support; lack of guidance on the content aspect of Google Classroom pages, etc. Through the test series conducted during 2016-2017, an increase in the number of geography students with a sufficient level of academic achievements and a decrease of those with a low level of it was revealed.