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Tesi sul tema "Organisational learning"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 25 luglio 2025

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1

Rossiter, P. G. "Organisational improvement through learning organisation theory." Thesis, University of Salford, 2007. http://usir.salford.ac.uk/2256/.

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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 organis
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2

Rodríguez-Gómez, David, and 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.

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Abstract (sommario):
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 performanc
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3

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.

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Abstract (sommario):
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-completio
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4

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.

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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/.

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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 enviro
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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.

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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.

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8

Mahdiputra, Suyanto. "Organisational learning in UK construction companies." Thesis, Northumbria University, 2007. http://nrl.northumbria.ac.uk/293/.

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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 l
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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.

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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 t
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10

com, an99war@hotmail, and 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.

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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; M
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11

Amien, Ishtiaq. "Learning from risk : facilitating organisational learning through enterprise risk management." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86517.

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Thesis (MPhil)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Modern business environments are characterized by rapid changes and organizations that are able to survive and to thrive in such environments must be able to adapt and respond to this environmental change. Risk management is an activity that strives to continuously evaluate and deal with changes to the environment. Organisational learning is the capability of organizations to evaluate stimuli from the environment, to interpret the signals and to learn. Organisational learning can thus be seen as the capability to adapt to
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12

Arshad, Mohd Anuar. "Organisational learning : an exploration of learning strategy practices in Malaysia /." Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081104.104824.

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13

Arshad, Mohd Anuar. "Organisational learning: an exploration of learning strategy practices in Malaysia." Thesis, Arshad, Mohd Anuar (2008) Organisational learning: an exploration of learning strategy practices in Malaysia. PhD thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/435/.

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Abstract (sommario):
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; M
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14

Arshad, Mohd Anuar. "Organisational learning: an exploration of learning strategy practices in Malaysia." Arshad, Mohd Anuar (2008) Organisational learning: an exploration of learning strategy practices in Malaysia. PhD thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/435/.

Testo completo
Abstract (sommario):
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; M
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15

Brumme, Janet Kathleen. "The role of organisational behaviour in establishing a corporate academy in the construction industry." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/39927.

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The purpose of the study was to explore the role of organisational behaviour in establishing a corporate university in a large corporate in the construction industry. Studies have been conducted regarding the process steps in establishing a corporate university but a gap exists in the cohesive presentation of the various relationships and the behaviours that drive the successful implementation and sustained operation of a learning academy. An understanding of organisational behaviour at three levels (individual, group and organisational) is a critical success factor that provides the superstru
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16

Li, Hsien-Ta. "Learning in social work practice." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7939.

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The research question underpinning this study is ‘How is learning organised within the context of social work practice in the third sector?’ The research objective is to establish conceptual frameworks that theorise the organisation of learning in this context. Drawing upon literatures from Organisational Behaviour, Management, Social Work, Sociology and Psychology (e.g., Ballew and Mink 1996; Foucault 1995; Mayer and Salovey 1997; Ouchi 1979; Weihrich 1982) and undertaking an ethnographic inquiry in the Old-Five-Old Foundation in Taiwan, which collects documents as secondary data and gathers
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17

Pacitti, Bernice Jane. "Organisational learning in R&D organisations : : a study of new product development projects." Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488172.

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18

Spicer, David Philip. "Mental models, cognitive style, and organisational learning : the development of shared understanding in organisations." Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/363.

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Abstract (sommario):
Organisational learning is seen by many to be a key determinant of organisational performance. This is demonstrated by the growth of the 'learning company' concept (Pedler et al. 1991), and by the suggestion that the ability to learn faster than one's competitors is the only sustainable competitive advantage (DeGeus 1988). Consequently, organisations need to integrate and maximise the knowledge and learning of their individuals, and central to the learning process in firms is an effective means of transferring knowledge and learning between individuals and their organisation as a whole. Mental
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19

Nguyen, Tri. "Learning tensions : a multilevel model of organisational learning : an empirical study." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/425925/.

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Abstract (sommario):
There is a growing recognition that the study of Organisational learning needs to be considered across three levels of analysis: individual, group, and organisational levels (March, 1991; Nonaka and Takeuchi, 1995; Crossan et al., 1999; 2011). Given the potential of multilevel research to extend the boundaries of the understanding of the field, this thesis aims to address how organisations learn as a multilevel system. The answers to the research inquiry were drawn from both theoretical works and by conducting an empirical investigation. To assist the investigation of the OL phenomenon in mult
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20

Campbell, Timothy Todd. "The process of organisational learning and its value for organisational performance : an empirical study." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:5697.

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Abstract (sommario):
Organisational learning has been advocated as a key enabler of organisational performance improvement. However, despite over half a century of research, such claims attributed to organisational learning cannot be adequately verified. To date, the field is fragmented where agreement is not evident on even the fundamental aspects such as the definition or process. It has been proposed that the organisational learning concept may outlive its usefulness unless these anxieties are addressed. To ameliorate these anxieties, it was argued that further empirical research utilising carefully constructed
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21

PODLESNY, PAULINE ANNA, and JENNIFER ELZE. "Overcoming intercultural communication barriers : Organisational Culture and Organisational Learning within a Swedish Textile Company." Thesis, Högskolan i Borås, Institutionen Textilhögskolan, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-18004.

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This thesis attempts to discover what actions are necessary to mitigate these problems within textile companies. Theories on organisational culture, organisational learning, and international management, were addressed in relation to intercultural communication. Using an exemplifying case of one single person within Eton AB, a case study research design was conducted. The data was collected through a qualitative research strategy and method, using self-completion/self-administrative questionnaires, and analysed using grounded theory. The general result of the thesis indicates that few communic
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22

Zhai, Xiaofeng. "The role of human resource practices in enhancing employees' behaviours and organisational learning in Chinese construction organisations." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/7104.

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Construction is complex and comprises a multitude of knowledge-driven activities and business interests from participating organisations with the people involved being subject to different organisational and disciplinary practices. People are fundamental to success because human capabilities in learning, innovating and changing creative directions are vital to long term development of organisations. In the last two decades, researchers have found that human resource (HR) management has positive effects on the organisational performance. However, the processes through which HR management lead t
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23

Hughes, Lewis Bernard, and l. hughes@enviro-sys com au. "Applying outcomes of lifelong learning to organisational achievement." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080521.085701.

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The focus of this doctoral research study is making the most what a person knows and can do, as an outcome from their lifelong learning, so as to better contribute to organisational achievement. This has been motivated by a perceived gap in the extensive literature linking knowledge with organisational achievement. Whereas there is a rich body of literature addressing the meta-philosophies giving rise to the emergence of learning organisations there is, as yet, scant attention paid to the detail of planning and implementing action which would reveal individual/organisational opportunities of m
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24

Goussevskaia, Anna. "Learning and development processes in inter-organisational collaborations." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/2629/.

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It has long been recognised that inter-organisational collaborations have great potential for learning and knowledge creation, although there has been very limited attention paid to the way in which organisations actually create new knowledge jointly. The present study contributes to this area of research, and examines the processes that facilitate and constrain new knowledge creation in inter­-organisational collaboration. It draws upon five longitudinal case studies of inter-­organisational collaborations across different sectors: pesticides, biotechnology, life sciences, engineering manufac
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25

Liu, Junying. "Organisational learning of risk management for Chinese contractors." Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421624.

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26

White, Susan A. "Higher education and learning technologies : an organisational perspective." Thesis, University of Southampton, 2006. https://eprints.soton.ac.uk/265825/.

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The uptake and diffusion of the use of learning technologies in UK Higher Education is an instance of the adoption of change. There has been considerable research into the ways in which the uptake and diffusion of innovation can bring about change processes. This work has identified the importance of barriers and drivers to change as a part of the process. Areas of study have included general instances, those specific to technology and those relevant to the use of learning technology in higher education. It has also been shown that a Higher Education institution’s organisational structure may
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27

Shehata, Gamal Mohamed Mohamed. "Organisational learning and transformative capacity : leveraging collective knowledge." Thesis, University of Nottingham, 2000. http://eprints.nottingham.ac.uk/11607/.

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Seventh, organisational learning is increasingly seen as a central source of a competitive advantage particularly for organisations faced with rapid changes and work in a competitive business environment. The case studies results provide exploratory insights on the ways by which participant companies leverage the capability for collective learning to a sustainable competitive advantage. This study adds to the organisational learning literature by proposing a framework that draws an analytical description for the way by which organisations leverage collective learning to sustainable business su
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MacCurtain, Sarah. "An exploration of the determinants of innovation : the top management team, organisational climate and organisational learning." Thesis, Aston University, 2005. http://publications.aston.ac.uk/10785/.

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Some researchers argue that the top team, rather than the CEO, is a better predictor of an organisation’s fate (Finkelstein & Hambrick, 1996; Knight et al., 1999). However, others suggest that the importance of the top management team (TMT) composition literature is exaggerated (West & Schwenk, 1996). This has stimulated a need for further research on TMTs. While the importance of TMT is well documented in the innovation literature, the organisational environment also plays a key role in determining organisational outcomes. Therefore, the inclusion of both TMT characteristics and organisationa
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29

Knox-Davies, Barrie. "The extent to which a learning organisation culture influences employee engagement in two service based organisations in the property sector of South Africa." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/23452.

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Increasingly the competitiveness of organisations will depend on the level of service and quality of experience offered by the employees of the organisation. In short, it is the employees within an organisation that define how successful the organisation can be to the market. The opportunity to outperform competitors lies in the ability to innovate quicker, respond faster and better understand the needs of the consumer, in so doing, becoming the organisation that creates the next trend rather than follow it. The key to achieving outstanding performance, driving both bottom-line revenue and sus
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30

Olsson, Neve Theresia. "Capturing and Analysing Emotions to Support Organisational Learning : The Affect Based Learning Matrix." Doctoral thesis, Kista : Department of Computer and Systems Sciences, Stockholm University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1230.

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31

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.<br>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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32

Kenny, John Daniel, and jonk19@bigpond net au. "Exegesis: Strategy and Learning: a path to organisational change." RMIT University. Education, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060308.125308.

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This Exegesis and the Portfolio document referred to herein report on the outcomes of my research towards a PhD in education (by Project) between mid 2001 and July 2005. The Portfolio contains a collection of ten papers written during the research and also a summary of the key tools and processes resulting from the research. This Exegesis contains the major theoretical arguments leading to the development of the research outcomes, the methodology employed and a description of the organisational context operating during the study. It also draws links between the various data sets as presented i
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33

Doherty, Oran. "The impact of organisational culture on work-based learning." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/32558/.

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Higher education institutes (HEIs) and external employer organisations are increasingly recognising the benefits of engaging in work-based learning (WBL) partnerships. However, significant challenges associated with this form of engagement have meant such partnerships are not as widespread as they could be. One of the major challenges identified relates to organisational culture. The purpose of this study is to consider how WBL partnerships between an Irish HEI (HEI X) and external employer organisations can be enhanced by a deeper understanding of organisational culture. An ethnographic metho
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34

Haglund, Dan. "Policy evolution and organisational learning in Zambia's mining sector." Thesis, University of Bath, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535378.

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This thesis explores how policy evolves in weak commodity dependent African states, in a context of increasing organisational diversity due to fast-growing foreign investment from emerging markets. Through a case study of the Zambian mining sector, where state-firm relations have been highly contentious following privatisation in the late 1990s, I develop an interdisciplinary and empirically grounded account of how policy evolves. My findings are based on over 100 interviews conducted with employees of Chinese, Indian and 'western' case-study firms, as well as government officials, NGOs and ot
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35

Yan, Daniel Ting Kwan. "Sino-foreign joint venture negotiation : an organisational learning perspective." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615933.

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36

Van, Niekerk Herman J. "Enabling organisational knowledge through action learning : an epistemological study." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49945.

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Thesis (PhD)--Universiteit van Stellenbosch, 2004.<br>ENGLISH ABSTRACT: Key words: Organisational knowledge, pluralistic epistemology, action learning, systems theory, structuration theory, organisational learning, knowledge management. In today's competitive environment the value and importance of knowledge as an organisational resource is considered to be a key element and source of power. Knowledge is regarded as the single most important source of core competence to ensure competitiveness and long term sustainability. The value of most products and services now depends on knowledge-b
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37

Steyn, Natasha. "Exploring experiential learning in the context of organisational competitiveness." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64822.

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Organisational competitiveness is a challenge to achieve and sustain in a complex business environment that is changing rapidly, constantly and unpredictably. The best leaders are agile enough to anticipate and respond to change, and are able to actively create competitive advantage which changes the business environment. Human capital development has been identified as one of the least replicable and most sustainable competitive advantages at the disposal of firms. This aim of this research was to seek insights into experiential learning and the potential implications that investment into ex
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Carnell, Eileen. "Understanding teachers' professional development : an investigation of teachers' learning and their learning contexts." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10018906/.

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The focus of my research is teachers' planned professional development experience and the effect of context on teachers' learning and changes to practice. It seeks to understand effective approaches to teachers' learning, contribute to knowledge and identify implications for practitioners and policy makers. The research begins with an investigation into young people's and teachers' perceptions of effective classroom work. A significant mis-match is found between what is experienced and what they perceive is effective . This is analysed in terms of inhibiting forces and contradictions influenci
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Di, Stefano Alexandra. "Beyond the rhetoric : a grounded perspective on learning company and learning community relationships." n.p, 2000. http://library7.open.ac.uk/abstracts/page.php?thesisid=69.

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40

Kieser, Heinrich. "The influence of digital leadership, innovation and organisational learning on the digital maturity of an organisation." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64861.

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Digital disruption constantly threatens organisations due to the exponential evolution of digital technologies and increased rates of digitisation across all facets of organisations through the adoption of digital capabilities. This digital evolution has increased the necessity for managers to incorporate digital capabilities into their digital strategies. Managers need to have a clear understanding of their organisationÕs digital maturity and how to effectively leverage leadership, innovation and organisational learning in efforts to enhance digital maturity. The research approach was deduct
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41

Allard, Wendy Anne. "Learning to change? : one college's response to incorporation." Thesis, Birmingham City University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272091.

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42

Reynolds, Kristal Teresa. "Critical success elements for the design and implementation of organisational e-learning." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60240/1/Kristal_Reynolds_Thesis.pdf.

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Organisations are engaging in e-learning as a mechanism for delivering flexible learning to meet the needs of individuals and organisations. In light of the increasing use and organisational investment in e-learning, the need for methods to evaluate the success of its design and implementation seems more important than ever. To date, developing a standard for the evaluation of e-learning appears to have eluded both academics and practitioners. The currently accepted evaluation methods for e-learning are traditional learning and development models, such as Kirkpatrick’s model (1976). Due to
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43

Strandli, Portfelt I. "The University; A Learning Organization? : An Illuminative Review Based on System Theory." Doctoral thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-780.

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<p>There are voices in the research field suggesting that universities should become learning organisations in order to be more competitive and efficient. However, the proposal is mainly based on theoretical and normative discussions rather than on empirical research. Therefore, this study has explored and reviewed in what way a university organisation has organised its inner life and illuminate in what way its local organisation matches the characteristics of a constructed theoretical model of a learning organisation. The study has furthermore explored in what way the organisational character
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44

Ally, Kutbuddin. "Individual and organisational learning and the ecology : factors that influence the direction of learning." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85761.

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Thesis (MPhil)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: Organisations are required to change their internal structures and configuration at a rapid rate as the external environment changes. The external environment comprises of a number of actors and agents that make up society. This includes social movements and government. The influence that industry has over the actions of government is significant. The question is how society, via social movements and NGO’s, influence government and thereby policy and how this leads to change in business organisations. How does learning take pl
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45

Ofori-Kyereh, Samuel. "School-business partnerships for organisational leadership development." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10017996/.

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Leadership and how it is developed have become a top priority for almost all organisations, particularly schools and business organisations, to survive and secure growth (Bolden, 2004). Equally, the concept of partnership has become a panacea for solving complex and ‘wicked’ problems in diverse organisations (Armistead, 2007). This study therefore investigates how school-business partnerships could serve as alternative means for organisational leadership development. The study is principally influenced by earlier work in the leadership development field by Day (2000) and Allen and Hartman (200
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Garratt, Lindsay B. "Power relationships and authentic organisational learning : daring to break the silence on meaningful dialogue in policing organisations." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/704.

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The 21st century presents great opportunities and threats for business: national and global markets are demanding high performance, innovation, creativity, and flexibility. Public sector organisations are continually asked to do more with less, with equal if not greater efficiency and creativity demands as the private sector. Organisational learning is a concept touted as an important and necessary strategy for organisations to keep pace with the rapid changing global environment that now plays host to opportunities as well as great economic and social volatility. However the reality for many
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Prinsloo, Albert Valerius. "Organisational learning and innovation : the study of enablers and relations." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/1832.

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Mok, Wee Piak. "Exploring organisational learning and knowledge management factors underlying innovation effectiveness." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/13561.

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Innovation is widely seen as a basis for competition and knowledge plays a key role in underlying its effectiveness in the present economy which is knowledge-based. The innovation process is highly complex and uncertain; it is fraught with ambiguity, risks, errors and failures. How organisations respond to these downsides is not well reflected in the literature. They are often placed in a black box and left empirically unexplored. This researcher attempts to penetrate this box with an exploratory empirical study consisting of two research phases rooted in positivism. In Phase 1, a questionnair
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Millward, Pamela. "Organisational learning facilitated by the analysis of student achievement information." Thesis, University of Auckland, 2006. http://hdl.handle.net/2292/274.

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This thesis explores reasons for New Zealand’s problematic tail of literacy underachievement and suggests one way to address the problem, is for schools to operate as learning organizations. A qualitative research design was used to identify elements of organizational learning in the practices of three very different schools identified as improving the students’ learning outcomes. The research methods included semi-structured interviews, team meeting observations, an anonymous questionnaire and document analysis. An analytical framework identifying five elements of organizational learning, dev
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Riedt, Johanna. "A model of organisational creativity : learning from two creative giants." Thesis, University of Kent, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498860.

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