Literatura académica sobre el tema "Organisational learning"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte las listas temáticas de artículos, libros, tesis, actas de conferencias y otras fuentes académicas sobre el tema "Organisational learning".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Artículos de revistas sobre el tema "Organisational learning"
1
Clifton, Louise y Paul Gentle. "The genie in the learning organisation? The experience of using multi-level action learning at the Leadership Foundation". International Journal of Public Leadership 11, n.º 2 (11 de mayo de 2015): 66–76. http://dx.doi.org/10.1108/ijpl-01-2015-0004.
Texto completoResumen
Purpose – The purpose of this paper is to examine the working practices and outcomes of an action research project in a specialist organisation engaged in the field of leadership development. The intention of the project was to enable the company involved to become a stronger learning organisation at a time when it was developing a future strategy. Design/methodology/approach – The paper uses a case study approach to describe and analyse a three-stage process involving the use of a focus group, organisational climate survey and voluntary action learning sets. Interviews with participants are analysed thematically in order to assess the impact of the action research project on the organisation’s culture. Findings – Participation by the majority of the Leadership Foundation’s staff in action learning and related opportunities for feedback within the organisation helped move its culture towards wider participation in strategy development and a whole organisation approach to working. Other organisations wishing to build collaborative working cultures can learn from the implications of the project, particularly those concerning the need to attend to the intended outcomes of action learning and the role of skilled, critical facilitators in action learning processes. Originality/value – The paper is innovative in that it explores practitioner-led action research work in a setting of leadership and organisational development. It will interest leaders and managers who seek to build learning organisations, as well as organisational developers with an interest in enhancing the impact of action learning.
2
Lancaster, Sue y Lee Di Milia. "Organisational support for employee learning". European Journal of Training and Development 38, n.º 7 (29 de julio de 2014): 642–57. http://dx.doi.org/10.1108/ejtd-08-2013-0084.
Texto completoResumen
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.
3
Barnard, Peter A. "Secondary school structure, organisational learning capacity and learning organisations: a systemic contribution". International Journal of Educational Management 34, n.º 8 (7 de mayo de 2020): 1253–64. http://dx.doi.org/10.1108/ijem-01-2020-0037.
Texto completoResumen
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.
4
Alqudah, Hamzah E., Mani Poshdar, Luqman Oyekunle Oyewobi, James Olabode Bamidele Rotimi y John Tookey. "Sustaining Construction Organisations in NZ: A Linear Regression Model Approach to Analysing Determinants of Their Performance". Sustainability 15, n.º 5 (24 de febrero de 2023): 4143. http://dx.doi.org/10.3390/su15054143.
Texto completoResumen
The characteristics, strategies, capabilities, and resources of an organisation contribute to its competitive advantage and superior performance. A model to explain performance differences in the New Zealand context will be developed by examining the relationships between construction organisational performance and these constructs. The information was obtained using a questionnaire survey. A total of 101 organisations participated in the research. For the instrument used to elicit data, the literature was used to identify indicators associated with characteristics of organisational strategies for competition, resources and capabilities, and performance of the organisation. Analyses of descriptive, parametric, and linear regression were conducted to examine the effects of these constructs on organisational performance. The results suggest that organisational characteristics are significantly associated with internal business processes, learning, and the growth perspectives of an organisation’s performance, while competitive strategies, resources, and capability perspectives are significantly related to financial perspectives. As a result, these findings add to the current discourse regarding organisational performance differentials in the construction industry. The study demonstrates that it is critical to take into account the different organisational characteristics that are implemented within organisations and how they influence organisational performance beyond rational processes.
5
Hoe, Siu Loon. "Organisational Learning: Conceptual Links to Individual Learning, Learning Organisation and Knowledge Management". Journal of Information & Knowledge Management 06, n.º 03 (septiembre de 2007): 211–17. http://dx.doi.org/10.1142/s0219649207001779.
Texto completoResumen
Organisational learning has over the years been subject of much study by scholars and managers. In the process, the organisational learning concept has been linked to many other knowledge concepts such as individual learning, learning organisation, and knowledge management. This paper draws from existing literature in organisational behaviour, human resource management, marketing, and information management, to further develop the conceptual links between organisational learning and these knowledge concepts. The paper discusses the characteristics of organisational learning and emphasises its link to individual learning, the learning organisation, and knowledge management. It contributes to the conceptual and theoretical understanding of organisational learning and its relationship to these knowledge concepts from a multidisciplinary perspective.
6
Knutsson, Hans y Anna Thomasson. "Exploring organisational hybridity from a learning perspective". Qualitative Research in Accounting & Management 14, n.º 4 (9 de octubre de 2017): 430–47. http://dx.doi.org/10.1108/qram-04-2016-0030.
Texto completoResumen
Purpose The purpose of this paper is to explore if the application of a framework building on organisational learning focusing on organisational processes can increase our understanding of how hybrid organisation develops over time and why they fail to live up to external expectations. Design/methodology/approach The aim of this study is descriptive and explorative. It is accordingly designed as a qualitatively oriented case study. To capture the process of forming and developing hybrid organisations, the study takes a longitudinal approach. The case chosen for the study is a municipally owned company in Sweden providing waste management services. The study revolves around empirical data gathered in official documents and in face-to-face interviews. All the data concern the time span between 2004 and 2016. Findings The analysis of the case studied provides us with insights into how hybridity manifests itself in mind-set and processes. There is a need for individuals within and around the organisation to be aware of and accept new goals and strategies to change their behaviour accordingly. The result of this study thus shows that contrary to findings in previous research on hybrid organisations, merely changing the structure of the organisation is not sufficient. Instead, learning is key to the development of hybridity and to overcome goal incongruence and conflicts of interest in hybrid organisations. However, this takes time and is likely to be dependent on individuals’ willingness to accept and adapt these new strategies and goals. Research limitations/implications The result of this study is based on one single case study in one specific hybrid context. No empirical generalisation is aspired to. Instead, the aim has been to – through an explorative approach – make an analytical contribution to the knowledge about hybrid organisations. Further studies are thus necessary to deepen the understanding of the hybrid context and the situations under which hybrid organisations operate and develop. Practical implications Based on the result from this study, it seems that an organisation needs to learn how to be a hybrid organisation. There are no isolated structural solutions that can create a hybrid organisation other than in a formal sense. New ways to exploit organisational resources and the hybrid context are necessary to find new and innovative ways of how to use the hybrid context in a way that improves service sector delivery. Originality/value Predominately, research on hybrid organisations has until recently been working with the premise that hybrids are not a breed of its own but a mix of two or several ideal types. Consequently, the result from this type of research has often landed in a conclusion regarding the complexity of combining what often is considered contradictory and conflicting goals. In this paper, a different and novel approach is taken. The paper illustrates how hybrid organisations develop over time, and it suggests that hybridity manifests itself in mindset and processes. The main contribution is an exploration and illustration of how organisational learning may be considered as the missing link between the structural orientation of previous explanations of hybrid organisations and the organisational property of hybridity. Hybridity is the result of exposure to, acceptance of and adaptation to new goals and strategies and expresses itself in “hybrid behaviour”.
7
Zgrzywa-Ziemak, Anna. "The Impact of Organisational Learning on Organisational Performance". Management and Business Administration. Central Europe 23, n.º 4 (15 de diciembre de 2015): 98–112. http://dx.doi.org/10.7206/mba.ce.2084-3356.159.
Texto completo
8
(Tony) Dunne, A. "Organisational learning in an Australian food industry chain". Journal on Chain and Network Science 7, n.º 1 (1 de junio de 2007): 55–69. http://dx.doi.org/10.3920/jcns2007.x077.
Texto completoResumen
This paper reports on a longitudinal study that focused on examining the transformational change process undertaken within a major Australian food manufacturing company. Organisational learning is an essential prerequisite for any successful change process and an organisation's ability to learn is dependent on the existence of an environment within the organisation that nurtures learning and the presence of key enablers that facilitate the learning process. An organisation's capacity to learn can be enhanced through its ability to form and sustain collaborative relationships with its chain partners. The results of this study confirm that the process of organisational change is difficult to achieve, takes time, requires dedicated resources and occurs at a differential rate throughout an organisation. The results also demonstrated that the change process had a positive impact on the organisation's ability to build and sustain relationships with its main supply chain partners. The fact that the majority of these relationships remained focused on improving operational alignment and cost reduction indicated that collaborative chain relationships are difficult to establish.
9
Garnett, Jonathan, Selva Abraham y Param Abraham. "Using work-based and work-applied learning to enhance the intellectual capital of organisations". Journal of Work-Applied Management 8, n.º 1 (1 de marzo de 2016): 56–64. http://dx.doi.org/10.1108/jwam-08-2016-0013.
Texto completoResumen
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.
10
A. D., Pearce y Pons D. J. "Defining Lean Change—Framing Lean Implementation in Organizational Development". International Journal of Business and Management 12, n.º 4 (26 de marzo de 2017): 10. http://dx.doi.org/10.5539/ijbm.v12n4p10.
Texto completoResumen
Problem – When lean is adopted in traditional organisations it requires a widespread organisational change and many businesses fail to sustain lean practices. Purpose – The purpose of this work was to define lean implementation based on the organisational development (OD) body of knowledge. Approach – The literature in lean and organisational change was reviewed and amalgamated to develop a novel conceptual framework. Findings – Lean implementation begins with a planned changed that is episodic. However, the ultimate goal is to develop a learning organisation where change is continuous and emergent from all levels. Respect for people, everyone in the organisations contribution, is considered key to successful implementation of lean. Implications– Practitioners should not focus on isolated improvements, but foster change from within for a permeable transformation to become a lean learning organisation. Originality - This paper provides new insights into lean implementation and its transformative effect on the organisation. A novel conceptual model is presented that frames lean transformation within the organisational development literature.
Tesis sobre el tema "Organisational learning"
1
Rossiter, P. G. "Organisational improvement through learning organisation theory". Thesis, University of Salford, 2007. http://usir.salford.ac.uk/2256/.
Texto completoResumen
A research study was conducted of the management theories and quality philosophies that have been expounded throughout the twentieth century. This study included the modem thinking for quality improvement and business excellence to include the modem concept of Learning Organisations. This research project was undertaken with the aim of producing a framework based on the culture of Learning Organisation Theory and including within it the external influences on such a culture. The framework consisted on a core of human values, divided into five areas that are deemed important to learning organisations. These were surrounded by the basic values of Trust, Honesty and Openness thus protecting the core from outside influence. Elements from traditional management systems theory provided the outer casing for the framework, these elements influencing the core for both good and bad. The contents of the framework were then studied in three organisations of differing background with a view to firmly establishing the elements and areas within the framework for validity in these three organisations. The common theme between all the organisations chosen was that they had all in the recent past been involved in major management and internal change. One study involved the development of a questionnaire and supporting matrices in order to identify the areas and elements of the framework, thus establishing their existence. Active research techniques were used in the other studies in order to establish both 'why' the elements are important and any interrelationship between the areas. As a result of these studies suggestions for modification to the framework were established in order to strengthen the thinking and these were encompassed in to the framework. Probably the most significant of these changes was the inclusion of 'Leadership' as being a major factor in the filtering of undesirable elements. The outcome from the research is that the aim was achieved and a framework was developed that, for the first time, was drawn up in such a way that the elements and areas can easily be recognised and an understanding of what they represent is clearly shown. The reasons as to why these elements are important are also established. This is regarded as an advancement in this field of study.
2
Rodríguez-Gómez, David y Sallán Joaquín Gairín. "Innovation, Organisational Learning and Knowledge Management in Educational Organisations". Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/116863.
Texto completoResumen
Educational organisations call for strategies that allow them to meet the constant and changing demands of their environment. It is not a question of organisations adapting to social change, but of them also being able to anticipate change and to seek out alternatives. It is precisely the development of organisational learning and knowledge management strategies that allows these challenges to be met, providing organisations with tools and processes that allow them to generate new knowledge and capitalise on existing knowledge, thereby improving staff performance and, therefore, the performance of the organisation itself. In this paper, do we examine the development of organisational learning processes in educational institutions, and we also advocate knowledge management as the best strategy for promoting organisational learning and innovation.Las organizaciones educativas requieren de estrategias que les permitan responder lascontinuas y cambiantes exigencias y necesidades de su entorno. No se trata de que las organizaciones se adapten a los cambios sociales, sino de que también sean capaces de anticiparse a ellos y de buscar alternativas. El desarrollo de estrategias de aprendizaje organizativo y gestión del conocimiento permite, precisamente, afrontar estos desafíos, dotando a las organizaciones de herramientas y procesos que les permitan generar nuevo conocimiento y rentabilizar el conocimiento existente, mejorando así el rendimiento de los trabajadores y, por tanto, de la propia organización. En este artículo revisamos el desarrollo de los procesos de aprendizaje organizativo en lasinstituciones educativas, y defendemos la gestión del conocimiento como la mejorestrategia para promover el aprendizaje organizativo y la innovación.
Organizações educativas exigem estratégias para atender às demandas e necessidades de seu ambiente de contínuo e em constante mudança. Não é que as organizações se adaptarem às mudanças sociais, mas também ser capaz de antecipá-los e encontrar alternativas. Desenvolver estratégias para a aprendizagem organizacional e gestão do conhecimento permite justamente atender a esses desafios, as organizações que oferecem ferramentas e processos que lhes permitam gerar novos conhecimentos e capitalizar o conhecimento já existente, melhorando assim o desempenho dos trabalhadores e, assim, da organização. Neste artigo, revisamos o desenvolvimento de processos de aprendizagem organizacional em instituições de ensino, e defender a gestão do conhecimento como a melhor estratégia para promover a aprendizagem organizacional e inovação.
3
Denton, John. "Organisational learning and organisational effectiveness in five major manufacturing companies". Thesis, Royal Holloway, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285451.
Texto completo
4
Tarrini, Mauro G. "The Development and application of a bespoke organisational learning competency framework in a global organisation". Thesis, Cranfield University, 2004. http://hdl.handle.net/1826/113.
Texto completoResumen
Organisational Learning has been conceptualised and measured in various ways. The two studies reported in this thesis sought to take a new, bespoke approach to Organisational Learning in a global air transport company undergoing substantial organisational and strategic change. The research sought to develop a bespoke competency framework of Organisational Learning and apply it within the organisation to investigate employees' perceptions of the Organisational Learning climate. The research applied both qualitative and qualitative methods: semi-structured interviews and a 68-item self-completion questionnaire survey. Factor Analysis yielded a clear, conceptually sound six-factor solution. Organisational Learning climate perceptions were compared across occupational, departmental and geographical subgroups. The results indicated that there were no statistically significant occupational or geographical differences in perceptions of the Organisational Learning climate although some departmental differences were observed. The relationaship between perceived Organisational Learning climate and organisational commitment was explored and a clear link between them was found.
5
Dakyen, C. C. "Investigating Organisational Learning Mechanisms (OLMs) and elements shaping organisational learning in selected universities in Nigeria". Thesis, University of Salford, 2017. http://usir.salford.ac.uk/42808/.
Texto completoResumen
This study explores the process of organisational learning in selected universities in Nigeria. OL is essential in an organisation’s ability to survive, grow, adapt and respond to environmental dynamics and changes. Universities as institutions of learning play significant roles in shaping societies. They develop minds and human capital, create and disseminate knowledge relevant for use by other organisations. In consideration of their contributions and relevance, researchers suggest the need to develop an understanding of how universities learn as organisations, especially in a complex environment. To this end, three research objectives have been raised to investigate organisational learning in three universities in Nigeria. The first objective examines the levels of learning in organisations in attempt to establish what makes learning “organisational”. The second objective is to identify organisational mechanisms facilitating the OL in selected universities in Nigeria. And, finally, to investigate the environmental and organisational elements shaping OL in selected universities in Nigeria. The study employs Huber’s cognitive and behavioural theory as the lens for investigating OLMs and elements shaping OL in case universities. Research participants from case universities have been categorized into four arms (key players, academics, non-academics and students), which serves as a form of triangulation, in addition to method triangulation based on interviews, direct observation and documents. Data analysis has been centered on the identification and examination of organisational learning mechanisms (OLMs) and elements shaping organisational learning (OL). The results show that organisational learning mechanisms are defined beyond structures and procedures to include “resources” in case universities; and the implementation of these OLMs facilitate learning. Findings further reveal that although these mechanisms are natural and established, they are never systematic in implementation due to surrounding elements within and outside the universities, which shapes the process and the learning in universities. These elements stem from regulative, normative, cultural, organisational and contextual facets of the universities.
6
Sykes, Chris. "Efficient management, wasted knowledge? : a critical investigation of organisational knowledge in community services organisations". Thesis, Faculty of Business and Economics, 2007. http://hdl.handle.net/2123/12309.
Texto completo
7
Riise, Jørn Hakon. "An examination of the relationship between organisational learning and organisational identity". Thesis, Henley Business School, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444689.
Texto completo
8
Mahdiputra, Suyanto. "Organisational learning in UK construction companies". Thesis, Northumbria University, 2007. http://nrl.northumbria.ac.uk/293/.
Texto completoResumen
This thesis advances the proposition that all organisations learn and that learning profiles vary across organisations of different types. However, successful organisations are those that have developed their organisational learning systems in accordance with their competitive strategies. It is the central objective of this thesis to test this proposition in UK construction companies that engage with the North East Constructing Excellence initiative. The research was organised through stages involving a business environment audit survey to establish the context of the sample population and a learning competence test for sample validation. Through a series of investigations using structured interviews into 12 selected companies that represented the higher and the lower learning companies, data was obtained that allowed the practices of various learning mechanisms to be examined, analysed, compared, pattern-matched and modelled. The findings revealed a pattern of commonality in learning profiles of construction companies, which can be represented in terms of a two-category typology, namely the externally-focused and the internally-focused learning companies. More successful companies tend to retain one learning mode, related to their competitive strategy and choice of economic model. These successful companies also direct themselves to one or two portfolios of sharing/retention mechanisms to suit their specific needs related to size and geographical spread, as well as their category of contracting activity. One significant outcome is that companies adopting a balanced learning strategy, that includes both internal and external learning sources, tend towards longevity although they may not be the most profitable. Companies that favour internal learning generally specialise in a particular aspect of construction, can be very profitable, but are susceptible to any change in the market. It may be that the managers recognise this situation and have a strategy for a series of highly profitable short-term companies. Overall, these results reflect the contribution of this thesis to the existing knowledge. In addition, the study also contributes in establishing a framework for mapping the practice of organisational learning that can illustrate to management where their learning efforts have been focused. A further discovery was that over 60% of the sample companies did not realise that they are operating a particular learning strategy. Using this framework, other UK construction companies can enter their own data onto the model to discover where they are positioned. This will be useful information for companies developing and/or reviewing their business strategies.
9
Davies, Richard J. "Order and diversity: representing and assisting organisational learning in non-government aid organisations". Thesis, Swansea University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558557.
Texto completoResumen
The aim of this thesis is to develop a coherent theory of organisational learning which can generate practical means of assisting organisational learning. The thesis develops and applies this theory to one class of organisations known as non-government organisations (NGOs), and more specifically to those NGOs who receive funds from high income countries but who work for the benefit of the poor in low income countries. Of central concern are the processes whereby these NGOs learn from the rural and urban poor with whom they work. The basis of the theory of organisational learning used in this thesis is modem evolutionary theory, and more particularly, evolutionary epistemology. It is argued that this theory provides a means of both representing and assisting organisational learning. Firstly, it provides a simple definition of learning that can be operationalised at multiple scales of analysis: that of individuals, organisations, and populations of organisations. Differences in the forms of organisational learning that do take place can be represented using a number of observable attributes of learning which are derived from an interpretation of evolutionary theory. The same evolutionary theory can also provide useful explanations of processes thus defined and represented. Secondly, an analysis of organisational learning using these observable attributes and background theory also suggest two ways in which organisational learning can be assisted. One is the use of specific methods within NGOs: a type of participatory monitoring. The second is the use of particular interventions by their donors: demands for particular types of information which are indicative of how and where the NGO is learning In addition to these practical implications, it is argued that a specific concern with organisational learning can be related to a wider problematic which should be of concern to Development Studies: one which is described as "the management of diversity". Individual theories, organisations, and larger social structures may not survive in the face of diversity and change. In surviving they may constrain and / or enable other agents, with feedback effects into the scale and forms of diversity possible. The management of diversity can be analysed descriptively and prescriptively, at multiple scales of aggregation.
10
com, an99war@hotmail y Mohd Anuar Arshad. "Organisational Learning: An Exploration of Learning Strategy Practices in Malaysia". Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081104.104824.
Texto completoResumen
This study explores the Malaysian understanding and definition of the concept and terminology of organisational learning (OL) as well as the learning strategies and practices Malaysian organisations use to implement learning. As part of Malaysia's Vision 2020, the government has made a substantial and public commitment to promoting organisational learning to assist industry move to a first world economy status. A number of authors have defined organisational learning as a process of knowledge acquisition that involves continuous change to create, acquire, and transfer knowledge (Garvin 1993; Miller 1996; Williams 2001). The objective is to explore if this conceptualisation has been accepted and implemented within Malaysia and if not, where opportunities exist to improve both the understanding and practice of Organisational Learning.
The study explores the understanding of OL and the learning strategies practiced by Malaysian organisations. In-depth interviews were conducted among human resources managers, executives, professors and lecturers from the manufacturing, health, government and academic sectors in Malaysia. The information gathered was analysed using Nudist (v6) software to interrogate and explore similarities and differences in responses within and across the sectors. Trends emerging from the data were drawn together to present a picture of what happens in practice and to identify opportunities to improve and better manage the implementation of organisational learning and knowledge management strategies.
The results suggest Malaysian industry representatives were, in general, able to define OL as a concept, however there was variable evidence that it is being implemented effectively in organisations. The manufacturing respondents had a higher level of understanding of OL than other industries. In practice, learning strategies also vary; health organisations emphasize seminars and conferences, the manufacturing sector emphasizes experiential learning, government departments focus more on attachment and exposure, whereas academic respondents were more reliant on self-learning. Overall, the most popular learning strategy is structured training and development programs, which suggests more needs to be done to inculcate learning strategies within the various industries. Those industries with stronger implementation patterns favoured a specialist department to provide a hub for handling knowledge and skills acquisition, for both internal and external learning sources. In contrast, the understanding of knowledge management was much lower, and indeed, the term was unfamiliar to some respondents.
These findings may be limited due to the small size of the sample and the findings being from a management perspective. Nonetheless, given the government's strong commitment to organisational learning and the current lack of empirical industry studies within Malaysia, this study serves as a benchmark. It does identify that the uptake of OL is still relatively limited and more needs to be achieved to promote a greater understanding of OL if it is to be successfully implemented in Malaysia.
Libros sobre el tema "Organisational learning"
1
Smith, Roderick. Organisational Learning. Abingdon, Oxon; New York, NY: Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315716251.
Texto completo
2
Harrow, Jenny. Modelling risk in public services organisations: Managers, organisational learning and organisational forgetting. York: ESRC Risk & Human Behaviour Programme, 1995.
Buscar texto completo
3
Denton, John. Organisational Learning and Effectiveness. London: Taylor & Francis Inc, 2004.
Buscar texto completo
4
Organisational learning and effectiveness. London: Routledge, 1998.
Buscar texto completo
5
Geppert, Mike. Beyond the Learning Organisation: Paths of Organisational Learning in the East German Context: Paths of Organisational Learning in the East German Context. London: Taylor and Francis, 2017.
Buscar texto completo
6
Beyond the learning organisation: Paths of organisational learning in the East German context. Aldershot: Ashgate, 2000.
Buscar texto completo
7
Erik, Andriessen J. H. y Fahlbruch Babette, eds. How to manage experience sharing: From organisational surprises to organisational knowledge. Amersterdam: Elsevier, 2004.
Buscar texto completo
8
University, Sheffield Hallam, ed. Learning to succeed: Organisational learning in the surveying profession. London: R.I.C.S., 1997.
Buscar texto completo
9
James, Kim. Psychological dynamics and organisational learning: From the dysfunctional organisation to the healthy organisation. Cranfield: Cranfield School of Management, 1996.
Buscar texto completo
10
Whittington, Claire. Organisational barriers to learning from mistakes: Development of an organisational climate measure. Manchester: UMIST, 1995.
Buscar texto completoCapítulos de libros sobre el tema "Organisational learning"
1
Edmonstone, John. "Organisational Learning". En Why Hospitals Fail, 129–35. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56224-7_13.
Texto completo
2
Vindeløv-Lidzélius, Christer. "Organisational learning". En Developing Capacity for Innovation in Complex Systems, 76–87. First Edition. | New York : Routledge, 2020. | Series: Routledge studies in innovation, organizations and technology: Routledge, 2020. http://dx.doi.org/10.4324/9780429321061-6.
Texto completo
3
Chiva, Ricardo. "Organisational Learning". En Change and Development in Organisations, 36–49. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003152996-5.
Texto completo
4
Plompen, Martine. "Organisational Creativity". En Innovative Corporate Learning, 170–76. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230288799_24.
Texto completo
5
Kidd, John B. "Organisational Learning is Dead! Long Live Organisational Learning!" En Can Japan Globalize?, 137–52. Heidelberg: Physica-Verlag HD, 2001. http://dx.doi.org/10.1007/978-3-662-11285-4_10.
Texto completo
6
Toft, Brian y Simon Reynolds. "General organisational learning". En Learning from Disasters: A Management Approach, 65–87. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-349-27902-9_6.
Texto completo
7
Toft, Brian y Simon Reynolds. "Specific organisational learning". En Learning from Disasters: A Management Approach, 88–114. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-349-27902-9_7.
Texto completo
8
Gijbels, David y Roel Spaenhoven. "On Organisational Learning". En Theories of Workplace Learning in Changing Times, 199–208. 2a ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003187790-11.
Texto completo
9
Howarth, Tim y David Greenwood. "Developing Organisational Learning". En Construction Quality Management, 129–67. New York, NY : Routledge, 2018. | Revised edition of: Construction quality management: principles and practice / Paul Watson, Tim Howarth. 2011.: Routledge, 2017. http://dx.doi.org/10.4324/9781315563657-5.
Texto completo
10
Wiewiora, Anna. "Multilevel Organisational Learning". En Studies in Systems, Decision and Control, 17–32. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28735-0_2.
Texto completoActas de conferencias sobre el tema "Organisational learning"
1
Thorneycroft, Sarah. "Maybe It's Us: Imagining Organisational Learning Design". En ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0123.
Texto completoResumen
Higher education is in crisis mode, and as organisations we need to find new ways to exist. The traditional entities tasked with change in the sector have had limited impact, however, and it may be time to explore new catalysts for organisational change. This short narrative paper describes one such potential catalyst, the concept of organisational learning design – a new practice domain that harnesses the capabilities and affordances of learning design and evolves them beyond technology into organisational learning and organisational culture practices to create a high-leverage change agent.
2
Lenart-Gansiniec, Regina y Łukasz Sułkowski. "CROWDSOURCING - A NEW PARADIGM OF ORGANISATIONAL LEARNING OF PUBLIC ORGANISATIONS". En NORDSCI Conference Proceedings. Saima Consult Ltd, 2018. http://dx.doi.org/10.32008/nordsci2018/b1/v1/55.
Texto completoResumen
Crowdsourcing is one of the new themes that has appeared in the last decade. It is perceived as an innovative method that can be used for problem solving, improving business processes, creating open innovations, building a competitive advantage, and increasing transparency and openness of the organisation. The importance of crowdsourcing for organisational learning is seen as one of the key themes in the latest literature in the field of crowdsourcing. This article is a response to the recommendations in the subject literature, which states that crowdsourcing in public organisations is a new and exciting research area. The aim of the article is to present a new paradigm that combines crowdsourcing levels with the levels of learning. This article presents a cross-sectional study of four Polish municipal offices that use four types of crowdsourcing, according to the division by J. Howe. Semi-structured interviews were conducted with the management personnel of those municipal offices. The research results show that crowdsourcing is a new and rapidly developing organisational learning paradigm.
3
Ali, Irena, Leoni Warne, Derek Bopping, Dennis Hart y Celina Pascoe. "Organisational Paradigms and Network Centric Organisations". En InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2842.
Texto completoResumen
Many organizations grapple with uncertainty and vagaries of economic and political climate. A number of companies attained dramatic competitive advantages in their fields by creating comprehensive, complex communication and information networks. These companies, facilitated by the increasing efficiencies and speed of information technology, remained flexible and adaptable to change by working in a network centric way. Much of the network centric (NC) related work done to date has been mainly in the technological domain. This paper focuses on the human and organizational factors that need to be considered to make the most of the future network centric warfare (NCW) and enable future warfighters to deal with war, peace, terrorism and overall uncertainty. Particular focus is placed on the issues that individuals and groups face in the NC environment. Such issues include: organizational culture, cognitive demands, and knowledge mobilization and learning.
4
Lenart gansiniec, Regina. "CROWDSOURCING - A NEW PARADIGM OF ORGANISATIONAL LEARNING OF PUBLIC ORGANISATIONS". En NORDSCI International Conference Proceedings. SAIMA Consult Ltd, 2018. http://dx.doi.org/10.32008/nordsci2018/b1/v1/47.
Texto completo
5
Lenart-Gansiniec, Regina. "CROWDSOURCING - A NEW PARADIGM OF ORGANISATIONAL LEARNING OF PUBLIC ORGANISATIONS". En LIVEABLE CITIES – FOUR EXAMPLES OF THE URBAN REGENERATION. SAIMA CONSULT LTD, 2018. http://dx.doi.org/10.32008/nordsci2018/b12/v1/15.
Texto completo
6
Domnik, Jan y Alexander Holland. "On Data Leakage Prevention And Machine Learning". En Digital Restructuring and Human (Re)action. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.4.2022.45.
Texto completoResumen
An analyst in the field of Data Leakage Prevention (DLP) usually inspects suspicious file transfers which are called events. First of all, the data in question is classified. Then, the context of the transfer is determined. After this, the analyst decides whether the transfer was legitimate or not. This process is widely known as triage. It is monotonous, costly and resourceintensive. Therefore the following question arises; could modern DLP-Software utilize machine learning algorithms in order to automate the triage process? Further, this begs the question, which structural and organisational processes are necessary inside an organisation to automate that process. In this case, it could significantly enhance the quality of DLP practices and take work from the much needed human resources in the field of IT security. Further, DLP systems (today usually used in bigger organisations) could become more attractive and more specifically affordable for small- and medium-sized organisations.
7
Tharaldsen, Jorunn Elise, Siri Wiig, Hilde-Karin Oestnes, Gerhard Ersdal, Rolf Henning Hinderaker, Sigve Knudsen, Elisabeth Lootz, B. A. Hanson, Gunnar Dybvig y Oyvind Lauridsen. "A System Perspective on Organisational Learning". En European HSE Conference and Exhibition. Society of Petroleum Engineers, 2013. http://dx.doi.org/10.2118/164999-ms.
Texto completo
8
Lavrinoviča, Beata, Inga Linde, Gunta Siliņa-Jasjukeviča y Inese Lūsēna-Ezera. "School as a Learning Organisation: Impediments to Its Implementation in Latvia and Abroad". En ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.15.
Texto completoResumen
One after another, European educational systems are applying reforms to transform primary and secondary schools to fit continuously changing and dynamic environments. Reforms require schools to serve as lifelong learning centres for various learners’ groups, including school leaders, teachers and school staff, making them more flexible, collaborative and innovative in what comes to the teaching approaches. Simultaneously, gradual transformations in education are contextualised by the decrease in teaching staff and low motivation to remain in the profession due to a variety of reasons. ‘School as a learning organisation’ concept is introduced to define a school that continuously changes and adapts to new environments and circumstances through individual and collective learning of its staff. This paper aims to review the main impediments to implementations of the ‘school as a learning organisation’ concept, considering its functioning in Latvia and abroad. Literature and document analysis was done to assess the characteristics of learning organisations in the European context. With special focus on Latvia, several focus group interviews were conducted with the education managers and stakeholders to verify the implementation impediments in Latvia and define main risks of schools as learning organisations. Content analysis was applied to draw conclusions. The results have shown that institutional autonomy and leadership are the keys to positive changes in educational staff perceptions and motivation to take on risks and obtain new knowledge, skills and competence for the individual and organisational growth. However, there are other impediments, such as lack of time, financial resources and insufficient communication and understanding of the whole idea of the school as a learning organisation, that stops schools from being the agents of change. The obtained results will be further applied in the design of the ‘School as a learning organisation’ model and a tool for its measurement in Latvia.
9
Cekuls, Andrejs. "THE TRANSFORMATION OF ORGANISATIONAL CULTURE IN THE LEARNING ORGANISATION FOR ENSURING COMPETITIVE INTELLIGENCE". En 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b23/s7.121.
Texto completo
10
"THE SEMIOTIC LEARNING FRAMEWORK - How to facilitate Organisational Learning". En 7th International Conference on Enterprise Information Systems. SciTePress - Science and and Technology Publications, 2005. http://dx.doi.org/10.5220/0002524804590467.
Texto completoInformes sobre el tema "Organisational learning"
1
Duckenfield, Vanessa. Responsible leadership as whole-person learning and organisational development in practice. Emerald, octubre de 2022. http://dx.doi.org/10.35241/emeraldopenres.1114939.1.
Texto completo
2
Howard, Jo, Evert-jan Quak y Jim Woodhill. Lessons Learned From K4D Learning Journeys: A Practical Approach for Supporting Learning in Development Organisations. Institute of Development Studies, noviembre de 2022. http://dx.doi.org/10.19088/k4d.2022.166.
Texto completoResumen
The Knowledge, Evidence and Learning for Development (K4D) Programme, which started in 2016, came to an end in September 2022. This K4D working paper reflects on the learning processes and approaches facilitated by this programme, through ‘learning journeys’ conducted in collaboration with staff of the Foreign Commonwealth and Development Office (FCDO) in the United Kingdom. A total of 45 learning journeys took place, of which 33 have been assessed for this working paper. Through this assessment, we test our proposed Theory of Change for organisational learning (OL) in the context of international development agencies.
3
Cuesta-Valiño, Pedro. Happiness Management. A Social Well-being multiplier. Social Marketing and Organizational Communication. Editado por Rafael Ravina-Ripoll. Editorial Universidad de Sevilla, 2022. http://dx.doi.org/10.12795/2022.happiness-management.
Texto completoResumen
On behalf of the Happiness University Network, we are pleased to present here an extract of the information concerning the universities working to generate the diffusion of this network. Specifically, with the support of the University of Salamanca and the Pontifical University of Salamanca the aim is to create a friendly and working environment for the dissemination and discussion of the latest scientific and practical developments in the fields of happiness economics, corporate wellbeing, happiness management and organisational communication. It also offers an opportunity for productive encounters, the promotion of collaborative projects and the encouragement of international networking. Below you will find papers related to: Economics of happiness, happiness management, organisational communication, welfare state economics, consumer happiness, leadership, social marketing, happiness management and SDGs, happiness management in human resource strategies, learning and competencies in happiness management, learning and competencies in social well-being, measurement and indicators of happiness and well-being and history of welfare economics.
4
Howard, Jo, Evert-jan Quak y Jim Woodhill. A Practical Approach for Supporting Learning in Development Organisations. Institute of Development Studies, septiembre de 2022. http://dx.doi.org/10.19088/k4d.2022.120.
Texto completoResumen
The Knowledge, Evidence and Learning for Development (K4D) Programme, which started in 2016, comes to an end in September 2022. K4D is a programme funded by and for the UK Government’s Foreign, Commonwealth and Development Office (initially with the Department for International Development, DFID, which was merged with the FCO in 2020). To reflect on the processes and approaches of learning that K4D enabled over the years, a special Working Paper series will be published. One important pillar of the programme was to facilitate learning processes through learning journeys. A total of 33 learning journeys took place during K4D. This summary looks back at the K4D concept, the learning journeys, the learning processes it supported, and the outcomes enabled. The paper finds that there is evidence that K4D learning journeys have helped enable sound, informed decision-making through collective understanding of issues and options, and through internal consensus on directions. Effective learning spaces were created and the methods used (including online tools for participation) were able to capture and share internal learning, foster internal connections, present external evidence and bring in other perspectives. However, success in enabling external alliances for decisions and change was more constrained, since most learning journeys engaged only in limited ways with external organisations. Further challenges were encountered when staff were redeployed to respond to political (Brexit) or international development (COVID-19, Ukraine) priorities.
5
Davey, Calum, Syreen Hassan, Nancy Cartwright, Macartan Humphreys, Edoardo Masset, Audrey Prost, David Gough, Sandy Oliver, Chris Bonell y James Hargreaves. Designing evaluations to provide evidence to inform action in new settings. Centre for Excellence and Development Impact and Learning (CEDIL), 2018. http://dx.doi.org/10.51744/cip2.
Texto completoResumen
Policy and interventions should be informed by the best available evidence, but evaluations are not always optimally designed to inform decisions about policies and interventions in new contexts. Learning the most possible from evaluations is important; evaluating is expensive and policy makers should be confident about their decisions. Using evidence from previous studies can lead to better policy decisions, but there have been cases where doing so has led to interventions that have not worked. Learning from evaluations for decisions elsewhere has generally been more successful for interventions that are simple and are less context dependent (or context-dependent in a simple way, such as depending on the severity of the problem). With increasing focus on complex, context-dependent interventions, we need to ensure that evaluations can offer as much information as possible to guide decisions in other contexts. Consultation with DIFD to inform this paper underscored the points above. Examples where DIFD wants to learn more include: What has been learned from the recent outbreak of Ebola in West Africa that could inform future outbreaks, outbreaks of other diseases, or more generally about how health promotion can be reconciled quickly with cultural norms and expectations (such as to attend funerals and lay hands on deceased relatives)? What can be learned from the peace-process in Northern Ireland that could be applicable in South Sudan? What can be learned across evaluations of programmes that use mobile phone technology to change behaviours, both for future mobile-based interventions but also as a platform for understanding how habits can be changed efficiently? Large-scale, multi-component initiatives to improve the education system in a single country — what can the evaluation say about efforts to improve educational outcomes in other countries, and for engaging with public/private organisational cultures to affect change?The aim of this paper is to suggest possible ways to address the issue of learning more from evaluations and make recommendations for how CEDIL could advance this area in the programme of work. To achieve this aim, we conducted consultations with experts from a range of disciplines to identify key concepts and developed a framework for possible approaches. We summarised and contrasted the approaches and reflected on their potential to address DFID’s needs.
6
Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach y Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4463.
Texto completoResumen
The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
7
Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner y Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, diciembre de 2022. http://dx.doi.org/10.20933/100001255.
Texto completoResumen
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.
8
Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner y Thomas Curtin. IKT for Research Stage 1: Partnership Building. University of Dundee, diciembre de 2022. http://dx.doi.org/10.20933/100001248.
Texto completoResumen
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 1: Partnership Building.
9
Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner y Thomas Curtin. IKT for Research Stage 3: Proposal Development. University of Dundee, diciembre de 2022. http://dx.doi.org/10.20933/100001250.
Texto completoResumen
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 3: Proposal Development.
10
Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner y Thomas Curtin. IKT for Research Stage 5: Data Collection. University of Dundee, diciembre de 2022. http://dx.doi.org/10.20933/100001252.
Texto completoResumen
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 5: Data Collection.