Search results

A recent survey has found that computing and IT are essential for effective management, yet costly security breaches, losses and theft are widespread. Urges corporate users to implement contingency plans in the large number of cases where none at present exists.

This paper aims to measure the organizational learning in two of Estonia’s Higher Education Institutions (HEI) and identify connections between the organizational learning and various characteristics of HEI, such as ownership form and market participation rate.

Watkins and Marsick’s learning organization questionnaire, the Dimensions of the Learning Organization Questionnaire (DLOQ), as one of the most popular organizational learning measurement instruments, was taken to measure the organizational learning of HEIs. Employees from a total of two Estonian HEIs, which differ in several characteristics, completed the Watkins and Marsick’s questionnaire. To identify the dependence of organizational learning on two observed HEIs’ characteristics, the ordinary least squares (OLS) regression analysis method was used. The analysis was performed at the DLOQ dimensions level.

The average organizational learning rate of the two universities under study was over average (3.72 on six-point Likert scale) which allows arguing that both observed institutions are learning organizations. The organizational learning rate based on samples of employees from two HEI-s depends on the institution`s market participation on the 90 per cent level in the first dimension, 95 per cent in the second dimension and 90 per cent in the sixth dimension. Correlation between the HEI ownership form and any of the DLOQ dimensions is weak.

The study is based on two universities. The sample size is insufficient; therefore, the results cannot be generalized to HEIs as a whole.

The relationship between higher education institutions’ organizational learning and higher education institutions’ characteristics has not been investigated before. The results of this paper allow a better focus on different aspects of organizational learning in HEIs’ development and relate to their specific development needs.

This paper aims to provide an overview of the development of learning organization concepts from the perspectives of Dr Victoria Marsick and Dr Karen Watkins and presents an interesting evolution of their work together spanning over three decades.

Through a conversation with thought-leading scholars Dr Victoria Marsick and Dr Karen Watkins, this paper discussed serval topics pertaining to the evolution of the learning organization debate and provides their unique perspective on the development of their theories.

The learning organization debate has many foundations that today have led to differing perspectives, which Dr Marsick and Dr Watkins advocate. They developed their learning organization concepts from their particular background, which varies from others. To these thought leaders, cultural aspects are the critical focus of the learning organization.

The discussion with Victoria Marsick and Karen Watkins reveals their understanding of the evolution of the contested discussion around learning organization definition and implications. The understanding of this evolution, in their words, provides context for researchers and practitioners.

Scholars in philosophy have proposed that individuals who choose among two equally ethical alternatives will experience regret as a result of the “moral residue” that remains from not having been able to select both alternatives. Although posed and often discussed by philosophers, the veracity of this proposition has not been empirically tested. This chapter proposes a theoretical framework which synthesizes propositions from Philosophy with theory and research on emotions in the workplace to address questions concerning how the characteristics of ethical dilemmas give rise to different emotions, how the characteristics of employees affect the experience of emotions, and the consequences of the experience of emotions as a result of ethical decision making.

Conceptualizing schools as learning organizations provides a potential avenue to meet the pressing challenges of school improvement in the USA. District and school leaders play an important role in creating and sustaining the conditions for a learning organization, yet little is known about how leadership responds to learning-resistant contexts in their mission to improve schools. This study aims to examine the relationship between the district and school leadership and schools as learning organizations. The focus is on the conceptualization of schools as learning organizations and the challenges involved in creating and sustaining conditions and processes in which to improve schools.

This paper uses semi-structured interviews with district and school leaders in the state of Georgia and data from completed dimensions of a learning organization questionnaire (DLOQ) study to analyze how district and school leaders conceptualize or make sense of schools as learning organizations and overcome challenges associated with creating and sustaining a learning organization in learning-resistant contexts.

The analysis find that participants perceive their school or district as a learning organization when the structure allows others to work together to learn and grow for the benefit of students.

This study is unique in that it adds to a growing number of studies that examine schools as learning organizations using the DLOQ and sheds light on the nature of learning-resistant contexts.

The purpose of this paper is to explore the learning dynamics in the local level public organizations due to a policy intervention in collaboration with university. This study aims to identify the existence of four different types of organizational learning in different localities and to explain their implications to public sector organizations as well as private firms.

The paper used both the secondary data collected for over a period of more than four years and quantitative analysis for parameter estimation. It also collected the primary data by deploying a semi‐structured survey instrument for their collection. Two sets of data were triangulated to derive the learning types.

The study measured the presence of a learning environment that was hypothesized to influence the degree of organizational learning and evaluated learning variations as approximated by the penetration rate in local departments of social services. Evidence was found of differential, dispersed, and intermittent learning in various localities. That differential learning was labeled as conscious, façade, unaware, and absent learning. Organizations should strive to achieve conscious learning and minimize undesirable situations created by the façade and absent learning.

Since the results are derived from the study of one state, Virginia, and one policy area, foster care, they may not be fully applicable to other states and other policy areas without some modifications. The implication of the study, however, is that even similar stimuli are bound to produce differential responses when local conditions vary.

The paper presents a refreshing insight into varieties of organizational learning derived from the study of local level public sector organizations and triangulation of two different sets of information.

This empirical survey research aims to identify the dimensions of service excellence culture for hospitals. Ultimately, a measurement tool was developed for hospital service excellence (i.e. HospiSE scale).

The survey research involved qualitative and quantitative approaches in the scale development process. The structured questionnaire was carefully designed after literature review and focus groups discussions. The respondents were employees from the public and private hospitals in Malaysia. A total of 1,558 usable questionnaires were used for the quantitative analysis. The HospiSE scale was empirically tested for reliability and validity through exploratory and confirmatory factor analyses.

This measurement-oriented research had identified three dimensions of service excellence culture for hospitals, namely: employee orientation, patient orientation and competitor orientation. The multi-dimensional measure consists of 21 items.

Longitudinal research is required to provide evidence of the causal effects of HospiSE on employee satisfaction and loyalty. The HospiSE scale also requires further verification and refinement.

The parsimonious scale can serve as a strategic and practical measure to evaluate and manage service excellence culture at hospitals. Reliable and valid information can be obtained for fast and cost-effective diagnosis of the service culture for continuous improvement.

The new scale is expected to be an important diagnostic to understand and measure service excellence culture at hospitals. The patients and society at large will benefit from the improved hospital service management.

The multi-item measurement tool is new and it can provide insights into service management, resource allocation and human resource management for excellent hospital service. The measurement development process is contextualized for the hospital services.