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The primary aim of institutional learning outcomes assessment is the creation of a culture of assessment where faculty use evidence-based data to validate and improve teaching and learning for the benefit of students. Faculty are key to these processes and yet, they are often woefully disengaged from them. This paper presents findings from an action research project that utilized a collaborative self-study approach to engage faculty in the strategic assessment of institutional learning (SAIL). SAIL is an immersive professional development opportunity that bridged quality assurance with meaningful improvements in the classroom. Findings indicated that cross-disciplinary dialogue about assessment increased faculty awareness of the (mis)alignment between course, program, and institutional learning aims while also identifying and informing potential gaps in curriculum and program design. SAIL is an excellent mechanism to engage faculty in an immersive assessment of student achievement that may then lead to meaningful improvement in teaching and learning.

Literacy abilities are crucial for economic progress and community welfare, with higher education recognizing them as vital for problem-solving, critical thinking, continuous learning, and effective functioning for both experienced educators and the new student cohorts. The study examined the interplay between organizational learning and departmental performance, and its implications for changes in Ethiopian Public Research Universities. The researchers used the framework that focuses on seven distinct dimensions of organization learning (OL) namely continuous learning, inquiry and dialogue, collective and collaborative efforts of organizational members, empowerment, embedded system, system connection and strategic leadership and departmental performance (DP) which consists of three dimensions teaching-learning, research and community services. The researchers employed embedded mixed methods design (QUAN + qual) to examine the interplay between organizational learning (OL) and departmental performance (DP). The researchers selected four public research universities using simple random sampling technique. Then, they selected 1,176 respondents (969 instructors and 207 department heads) from target population using simple random sampling technique. The researchers adapted standardized questionnaires and collected quantitative data using questionnaires, and analyzed using descriptive statistics (mean & standard deviation), and inferential statistics (multiple correlations, multiple regressions & structural equation modeling). Qualitative data was collected using semistructured interview from 14 key informants who were selected using the purposive sampling technique based on their rich lived experiences of teaching-learning, research and leadership in higher education institutions. The qualitative data was thematically analyzed. The finding of the study showed that the structural equation model fit to the data. It was also found that the correlations between the different dimensions of organizational learning practices and departmental performance ranged between low and moderate. There were positive significant and moderate correlations between each dimension of organizational learning and departmental performance. The organizational dimensions accounted the largest cumulative variance to departmental performance dimensions; research (R[superscript 2] = 40.70%; [beta] = 0.638, p < 0.001); community service (R[superscript 2] = 33.50%; [beta] = 0.579, p < 0.001) and teaching-learning (R[superscript 2] = 24.60%; [beta] = 0.496, p < 0.001). The study showed that the presence of formal and informal organizational learning cultures in universities enhance departmental performances. Therefore, the Ethiopian public research universities should create effective organizational learning systems to improve departmental performances.

This study aims to study the Current Conditions, Desirable Conditions, and Necessary Needs of Educational Management according to standards for Excellence of Sub -- District Non -- Formal and Informal Education Centre. And to study educational management guidelines according to the Sub -- District Non -- Formal and Informal Education Centre Standards for Excellence. There were two steps: Step 1: Study the Current Conditions, Desirable Conditions, and Needs of educational management standards of Sub -- District Non -- Formal and Informal Education Centre Standards for Excellence. The sample consisted of 40 school administrators and 328 of the heads of Sub -- District Non -- Formal and Informal Education Centre, a total of 368 attended in the academic year 2022 using Multi-stage Random Sampling. Step 2: Study the standard educational management guidelines. The informants are qualified by studying best practices from five Models of Sub -- District Non -- Formal and Informal Education Centres, two persons, totaling ten people, by specific sampling. The research instruments: 1) The Current Conditions and Desirable Conditions Questionnaire following educational management according to standards for Excellence of Sub--District Non--Formal and Informal Education Centre, a 5-level rating scale. 2) Semi-structured interview 3) The Educational Management Approach Assessment Form is a 5-level estimation scale with statistics used to analyze the data, including mean, standard deviation, priority sorting of PNI[subscript modified] data, and content analysis. The results showed that 1) the current condition as a whole and in terms of study is at a high level; Overall desirable conditions are at the highest level. One aspect is at the highest level: six are at the highest level. Considering the necessary needs, it found that the needs of educational management according to the standards. There is a need to develop all seven areas as follows Organizational Leadership, Strategic Planning, Learner and Stakeholder Focus, Knowledge Analysis and Management Measurement, Processing Management, and Personnel Focus. 2) the suggestions were seven aspects and 135 approaches as follows Workshops, Learning from other people, Brainstorming, Operating Integration, Mentoring, and Learning from successful organizations.

Many U.S. school districts now rely on instructional coaching to promote reform. Yet facets of coaching policy remain vague, and there is considerable variation in the structures and practices of coaching. We use longitudinal, qualitative data to analyze changes in instructional coaching, as a capacity building policy instrument, in one mid-sized urban-emergent school district from 2014 to 2019. Applying concepts of organizational learning theory, this paper documents how district leaders designed and implemented three distinct forms of coaching. We argue coaching shifted from a tool for teacher support, to a resource for school improvement, and lastly to a lever for boosting coherence. Further, we demonstrate how particular problems and leaders triggered different degrees of organizational learning on--and changes to--coaching. In sum, the paper explains how a district alters the definitions and structures of instructional coaching. By illuminating how educational leaders tinker with capacity building instruments, this paper contributes to the instructional reform literature and advances the field's understanding of the evolution of capacity-building instruments.

This paper discusses the development and implementation of a locally-sourced corpus to address the specific needs of an ESL writing program. The paper begins with a description of the motivation and development of the "Corpus of Ohio Learner and Teacher English" (COLTE), a large in-house corpus consisting of assessed ESL student writing and teacher feedback from first-year writing courses. The paper illustrates research conducted within the local context using the COLTE and discusses how the program's corpus-based approach influenced curricular revisions and instructional practice. It addresses the evaluation of these efforts, challenges encountered, and considerations for building and using corpora at the program level. The paper concludes by arguing that stakeholders within programs can work collaboratively to build and use locally-sourced corpora grounded in their specific setting to explore local practices and address the English language learning and teaching needs of their own particular context.

This digital ethnographic study aimed to understand how and why college students decide to be teachers while many trained teachers leave the profession every year in the United States. A purposive sampling technique enabled 30 prospective teachers in a college of education to participate in this study. The research questions that guided the study were: 1) How and why did preservice teachers choose teaching as a career? 2) How did preservice teachers' perception of the drawbacks of teaching and the opportunities to support them in becoming teachers influence their decisions? The conceptual framework to understand the phenomena came from educational change, teachers' professional development, and learning organizations. This research used qualitative digital ethnographic design to collect data. Digital ethnography uses anthropological and sociological research approaches to understand digital space as a typical 'traditional locale.' Thematic analysis followed three weeks of data gathering, and the results indicate that people decide to teach from personal convictions that stem from experiences with children in different settings. The themes were "service for children, payback to the community, other influences," and "personal commitment." The study's conclusions cover novice teachers' understanding of teaching as a career, its challenges, opportunities, and creativity.

This article aims to analyze discourse about professional development in preschool, represented by knowledge movements in meta-conversations about peer counseling. Empirically, this article presents a case study based on audio recordings of focus group discussions on peer counseling. The underlying study highlights findings in the form of various speech acts as markers for central discourse among preschool teachers. Habermas' theory of communicative action is used as a framework for analyzing the preschool teachers' statements, showing that the concepts of lifeworld and system are central in their discussions. The study highlights knowledge movements pertaining to learning and becoming part of the community, knowledge movements that threaten professional aspects, and dynamics between the participants' everyday lives and the system. Peer counseling in groups appears to be a crucial transformative learning activity in the preschool setting studied. The findings presented can contribute to bridging preschool teachers' everyday lives and the system they function within and can be used to improve the education of preschool teachers.

Coping with evolution and the changes it brings to the workplace remains a major concern for organizational leaders. This study explores the hotspots, trends, and future directions of the field of organizational unlearning to complement the extant research. A bibliometric analysis based on the literature collected by the Web of Science database was used to categorize or cluster different authors, their countries, institutions and different keywords (cooperation among authors, co-citation, co-occurrence of keywords), to discover their uniqueness or determine the relationship between them while using CiteSpace software to draw knowledge graphs and then results. This study advances the debate on sustainable knowledge acquisition in organizations and its interaction with organizational unlearning. It directly aids the process of radical change in workplace learning and training models and provides a clear view of the previous literature on organizational unlearning by laying a solid foundation for future research in the field of learning.

For more than 30 years, Peter Senge's theory of learning organizations has influenced the study of leadership and organizations. Researchers have studied various components of his framework: team cognition and mental models, team learning, shared vision, systems thinking, and personal mastery. But few articles have explored what it looks like in practice when the five disciplines of the learning organization are enacted in an organization. This article explores the ways in which these disciplines influenced the implementation and outcomes of a collection diversity audit at Sonoma State University Library. The authors discuss the ways that Senge's learning organization framework enabled them to create a sustainable model for evaluating diversity in selection and acquisition practices.

Prevalent security threats caused by human errors necessitate security education, training, and awareness (SETA) programs in organizations. Despite strong theoretical foundations in behavioral cybersecurity, field evidence on the effectiveness of SETA programs in mitigating actual threats is scarce. Since memory decay will inevitably occur after absorbing a broad range of cybersecurity knowledge in a single session, the effectiveness of SETA programs in longer terms is unclear. This study investigates whether and how knowledge gained through SETA programs can mitigate human errors in a longitudinal setting. In a baseline experiment, we established that SETA programs reduce phishing susceptibility by 50%, whereas the training intensity does not affect the susceptibility rate. In a follow-up experiment, we found that SETA programs can increase users' cybersecurity knowledge by 12-17%, but the increment wears off within a month. Furthermore, technical-level knowledge decays faster than application-level knowledge. The longer "shelf-life" of application-level knowledge explains why training intensity makes no difference in the baseline experiment. This study reveals a (relatively) more effective component of SETA programs and casts doubts on the overall effectiveness of SETA programs in the long run.

Globalization, rapid technological advancement, and a dynamic market environment make organizations need to find effective ways to escalate their organizational performance. Anchored on the resource-based view (RBV) theory, this study investigates the impact of organizational innovation, knowledge management capabilities, and organizational learning on organizational performance in the Malaysian biomass industry. More importantly, this study also examines the moderating effect of collaborative knowledge, skills and abilities (KSAs) on organizational performance. This study employed census sampling and collected 130 samples. Cross-sectional data were collected using a structured questionnaire and tested using partial least square-structural equation modelling. Subsequently, the assessments of the reflective measurement model, structural model, reliability and validity were conducted. This study found that organizational learning is the most critical factor affecting organizational performance, followed by knowledge management capabilities and organizational innovation. Collaborative KSAs were found to moderate the relationship between organizational learning and organizational innovation on organizational performance. However, no moderating effect was identified on the relationship between knowledge management capabilities and organizational performance.

The e-learning concept is increasingly receiving attention in education but there seems to be inadequate guidance in developing a formal programme for implementing e-learning, especially in the public sector. Hence, this study focuses on aggregating information on the adoption and utilisation of e-learning in the public sector and attempting the development of a conceptual model for understanding workplace e-learning implementation. A systematic search of the literature was conducted to collect all the literature addressing the adoption and utilisation of e-learning in the public sector. This review brought to light key factors that influence the adoption and utilisation of e-learning amongst public sector employees, including attitude, satisfaction, behaviour intention, continuance intention, or behaviour to use e-learning. The adoption and utilisation of e-learning in the public sector requires a carefully thought-through and evidence-based approach, especially the development of the e-learning programme.

Although shared leadership is typically considered a beneficial leadership approach, findings reporting its effectiveness are mixed. By integrating implicit theory and the "Too-Much-of-a-Good-Thing" (TMGT) effect, this study hypothesizes that both too little and too much shared leadership restrict team creativity and employee creativity. We test such double threshold logic across three independent studies. Study 1 results reveal that shared leadership can promote team creativity, but only within a certain range. Results from Study 2 suggest that shared leadership is positively related to employee creativity, but again only within a certain range. Study 3 replicates the findings of Study 1 and Study 2, and reveals that shared leadership is unrelated to employee creativity when team collectivism is high. Together, these findings suggest that there is a double-threshold effect of shared leadership on employee creativity and team creativity, and that the double-threshold effect of shared leadership on employee creativity is moderated by team collectivism.

This research investigated the role of continuing professional development (CPD) in further education (FE) through a small-scale study involving two general FE colleges and two independent training providers (ITP) in England. Teachers' experiences of their continuing development were collected through focus groups. These encouraged the teachers to disclose formal and informal learning, together with development opportunities that they undertook. Analysis of the data revealed that the purposes of these developmental activities could be divided into two categories: organisational and occupational. Organisational training functioned to transmit knowledge linked to externally-driven objectives, whilst occupational development functioned to update vocational subject specialisms and develop classroom pedagogy. Organisational training was college/provider-led, whereas occupational development was teacher-controlled. Essentially, both were needed to support teachers in their full professional roles, but organisational training took precedence. The study will further an understanding of professional development processes and purposes in FE, thereby informing the planning of CPD systems and policy in the sector.

Purpose: The purpose of this paper is to explicate how the processual third context learning approach provides new understandings and dimensions to the well-established terminology within the fields of inter-organizational learning and university-industry collaboration. These understandings and dimensions are empirically informed by an analysis of a collaboration between Aalborg University and Bang & Olufsen, a Danish loudspeaker manufacturer. Design/methodology/approach: To fulfill the research purpose, a case study based on a participatory data collection strategy was applied in the collaboration between Aalborg University and Bang & Olufsen. Data were collected through a qualitative multimethod approach, comprising semi-structured interviews, field observations and field notes. Phenomenologically inspired content analysis revealed the themes outlined and discussed. Findings: The third context framework was useful in outlining the complexity of a bidirectional collaboration. The inter-organizational learning processes were, for example, influenced by the actors' recurrent inquiry of perplexities regarding the purpose and content of the collaboration. The extracted empirical findings are discussed and related to the fields of inter-organizational learning and university-industry collaboration, thereby explicating how a processual learning perspective provides new understandings and dimensions to collaboration across organizations. Originality/value: The paper contributes empirically informed processual-learning dimensions to the literature on inter-organizational learning and university-industry collaboration.

Critical Action Learning (CAL) is undertaken with an awareness of the persistent tension in organisations between the desire to learn and defences against learning. Attempts to learn in organisations are inevitably bound up with the specific emotional and political context that organisations create, as well as the impact that this has on the outcomes of learning. A key question that arises for CAL practitioners therefore is: what methods or approaches can be used to engage directly with underlying emotions and established power relations? In this paper, one answer to this question is provided. The 'SAGA' (Situation, Assumptions, Gut feelings /Emotion, Actions) method is explained and discussed. This model has been designed to engage with emotions and power relations as an integral aspect of action learning. Four examples of SAGA in practice are presented. It is argued that the method offers action learning practitioners an effective approach to CAL, as well as supporting the ongoing process of rethinking and developing it.

Early childhood education and care in Norway have a broad mission and are, among other things, mandated through legislation and frameworks to remedy social injustice and emphasise inclusion. Nevertheless, research illustrates that symbolic power tends to be present in early childhood education and care institutions. In this conceptual paper, it is discussed how the local line leadership and staff in early childhood education and care institutions can analyse and challenge their work with inclusion when partaking in multicultural professional development. A model is presented to function as a tool to help the line leadership and staff in this process. It is argued that to function as learning inclusion arenas, it is necessary that the local line leadership and the staff critically explore how the institution function for all actors and that they visualise and challenge potential symbolic power in the institution.

As experiments and models of participatory, sustainable living, ecovillages demonstrate how to enact just, cooperative, and regenerative economic and social constructs, as alternatives to 'unsustainable' capitalist economies and consumerist/individualistic lifestyles. Work is central to these enactments, which provides an opportunity to examine the learning that happens in these spaces, and how that learning may be applied for broader eco-social change. This paper reports on case studies of learning through enterprise work in two ecovillages in the USA. Analysis focuses on what is learned and how it is learned, the role of the learning environment and interactions within the ecovillage on learning outcomes and processes, as well as barriers to learning, and the transferability of learning outside the ecovillage context. Findings evidence a high degree of informal 'on the job' learning, resulting in both job-specific skills and knowledge, and general competencies in eco/ethical business management. Furthermore, participants imbue activities with shared values of ecology and equality, while interacting with oppositional broader market logics, and thus learn to 'trade off' - taking on some aspects of the mainstream economy (e.g. competitiveness, profitability, (self)exploitation), in exchange for 'the greater good.'

Purpose: Organizations will be key to realizing the "transformative change for humanity" now being called for. However, the complexity calls for new ways of facilitating change and organizational learning; it also calls for moving beyond sustainability to develop practices that restore and regenerate the world in which we live. Above all, it calls for the development of new frameworks, practices, mindset and capabilities to hold space for and facilitate such transformation, to dance with the "Logic of Life." The purpose of this study is to contribute to advancing the current leading frameworks and practices of facilitating learning and development towards the enabling of regenerative transformative change in organizations and society. Design/methodology/approach: This study is based on an exploratory qualitative analysis of a facilitation prototype that expands the current framework and practice of Appreciative Inquiry Summits toward regeneration. Findings: This study presents four paradoxes of regenerative facilitation to guide the dance for life in complex ecosystems. It also identifies that the dance needs to be widened, towards inviting more frequently the ends of the four paradoxes noted as regenerative, negative emotions, inner and more-than-human. Originality/value: This study explores the intersection of practices and frameworks for facilitating complexity with principles from regenerative leadership and complexity theory, potentially making an important contribution to the urgent and widespread need to facilitate a regenerative transformative change for humanity, society and our organizations.

Purpose: This study aims to increase the understanding of the starting points and presuppositions of organizational learning (OL) processes in a hospital's surgical department based on the existing theory of OL and to make visible the practical possibilities of the theory in this context. Design/methodology/approach: The study was conducted as a case study. The data were collected from personnel of the hospital's surgical department and consisted of 26 thematic interviews. The data were analyzed using qualitative theory-driven content analysis. Findings: This study found different starting points for both employee-oriented and organization-oriented learning processes that could potentially progress to different levels of the organization: from individuals to a wider group or from a large group to an individual. The starting point of employee-oriented learning processes was depicted as everyday life problems or situations or was based on the person's interest. The starting points of organization-oriented learning processes were described as achieving or maintaining the organization's expected skill levels, pursuing continuous development or pursuing the organization's specific development needs. Different kinds of presuppositions were also located within the OL processes. Originality/value: This study produced new practice-based knowledge about the starting points of OL processes and their presuppositions. In health-care organizations, learning is especially important due to intensive and complex changes, and this study provides empirical evidence on how to enhance learning.

Purpose: This study aims to understand how practitioners use their insights in software development models to share experiences within and between organizations. Design/methodology/approach: This is a qualitative study of practitioners in software development projects, in large-, medium- or small-size businesses. It analyzes interview material in three-step iterations to understand reflexive practice when using software development models. Findings: The study shows how work processes are based on team members' experiences and common views. This study highlights the challenges of organizational learning in system development projects. Current practice is unreflective, habitual and lacks systematic ways to address recurring problems and share information within and between organizations. Learning is episodic and sporadic. Knowledge from previous experience is individual not organizational. Originality/value: Software development teams and organizations tend to learn about, and adopt, software development models episodically. This research expands understanding of how organizational learning takes place within and between organizations with practitioners who participate in teams. Learnings show the potential for further research to determine how new curriculums might be formed for teaching software development model improvements.

Purpose: This study aims to explore barriers and facilitators for knowledge transfer and learning processes by examining a cross-departmental collaborative project in the municipal organization. It is based on a R&D collaboration between University West and a Swedish municipality. Design/methodology/approach: To explore the barriers and facilitators, the data collection was made through observation of the project implementation process, as well as 20 interviews with public servants and external actors. To conduct a systematic qualitative-oriented content analysis, the article constructs and applies a theoretical analytical framework consisting of different factors influencing knowledge transfer and learning processes within a municipal organizational setting. Findings: This study explores the facilitators and barriers to knowledge transfer and learning processes, specifically focusing on strategic communication, individual roles, common goals, time pressure, group learning, trust and relationships and absorptive capability. Lack of communication affected the group learning process, while the close relation between time pressure, group learning and trust in colleagues is also pointed out as crucial areas. Trust developed through dialogue efforts helped overcome project fatigue. Coaching with a human rights-based approach improved organizational absorptive capabilities. Originality/value: The study gives important insights into organizational learning within a municipality in Sweden for the successful implementation of collaborative projects. Knowledge must be transferred for the organization to learn to develop and tackle future challenges and its complex responsibilities. The theoretical analytical framework provided in this article has proven to be effective and is therefore transferable to other organizations in both the public and private sectors.

Program evaluation frameworks that assess organizations as complex adaptive systems can open our eyes to new approaches and understandings. The proposed iterative and adaptive developmental program evaluation framework interrelates developmental evaluation principles with adaptive action approaches. We explain and demonstrate the framework with a mixed methods case study of the Teaching and Researching Environmental Education (TREE) Semester, an undergraduate pre-service environmental and sustainability educator leadership program. To illustrate developmental evaluation rigor, we describe the collection of TREE students' end-of-program quantitative and qualitative self-assessment responses to factors that helped their learning and promoted their learning gains. Analyzing these responses allowed us to continually make adaptive changes to develop a thriving learning community that fosters environmental and sustainability education leadership development. The iterative and adaptive developmental program evaluation framework improved our understanding of TREE's learning community as a complex adaptive system by elucidating five simple, emergent, pattern-forming rules. The rules describe activity selection, enhanced strategies for communication and support, integrating staff and student learning, and program pace. This demonstration of a developmental program evaluation provides a model framework for environmental and sustainability education program evaluators, especially those who work with new, innovative, complex, and re-imagined programs.

The focus of this paper lies in our special interest in women leaders and those aspiring to leadership positions in schools and other educational contexts within Australia. Leadership is a gendered concept, and due to a myriad of factors including conscious and unconscious bias, and the challenges of balancing career with other life commitment, the reality is that women's career journeys are different from men's. Women's unique career trajectories have implications for achieving their leadership potential. In addition to reviewing some of the extant literature in the area of women in educational leadership, we share our experiences and reflections based on our research and the leadership development programmes we have run for women mainly in Australia. These programmes have reinforced to us their value, place, and contribution to enhancing women's capacities for leadership. In this paper, we address the following four key questions as they pertain to women leaders within the Australian context: (1) Why a focus on gender and leadership? (2) What are some of the barriers impeding women leaders? (3) Why is it important to have multiple faces of leadership? (4) Why is women's leadership development everyone's responsibility?

In the article, we propose to frame organizational learning as inquiry into and resolving tensions arising from the performance of different commitments to work and its organizing. We expand learning as participation with its focus upon identity and membership to the development of work and the experiences and knowledge of its participants. The proposal is inspired by pragmatist philosophy both through its emphasis on learning as ascribing meaning to experience and its sociological version, symbolic interactionism with its emphasis on work and its organizing in social arenas/worlds. We show that a pragmatist learning theory, founded on principles of non-dualistic, non-hierarchy, and a non-linear view on relations, thinking and practice aligns well with the proposed refurbished learning approach via complexity theory in this special issue. Further, we propose that Dewey's pragmatism adds an important feature to a refurbished theory of learning in organizations by emphasizing the tensional and uncertain aspects of situations as contextual wholes that for a pragmatist learning theory constitute the analytical point of departure.

Purpose: The present study primarily aims to investigate the role of the high-performance work system (HPWS) in shaping learning orientation (LO). Moreover, the study delves into the examination of affective commitment's (AC) role as a mediator. Additionally, the research extends to exploring the potential moderating impact of workplace settings, specifically offline, online and hybrid workplaces, on the mediated relationship. Design/methodology/approach: The model has been tested on 360 respondents from the IT sector in India. The data have been validated using confirmatory factor analysis and structural equation modeling. Findings: The results indicate that AC mediates the relationship between HPWS and LO. Furthermore, this mediation was found to be positive and significant in hybrid and offline workplace settings, whereas it was found to be insignificant in the online workplace setting. Research limitations/implications: The self-report responses from the respondents could potentially introduce a limitation, as respondents might lead to inflated outcomes in the research findings. While Harmans' single-factor test did not indicate any common method bias, it is important to acknowledge that this bias might not have been completely eliminated. Originality/value: The present study has expanded upon the existing research on HPWS by examining its influence on LO, while also considering AC as a mediator. Furthermore, it is noteworthy that no prior studies have undertaken a comparative analysis of this relationship across various workplace settings.

This study investigates teachers' perceptions on PLC implementation within religious-based secondary schools in the context of Malaysia. Using a pragmatic mixed-method approach, quantitative data were obtained from 610 teachers about principals' implementation and support for PLC implementation. Then, 16 senior teachers who have successfully participated in PLC practices were interviewed. The study reveals that teachers in the religious-based public secondary schools felt satisfied with their principals' implementation of PLC practices. This study is one of few studies explored the practical and theoretical implications of improving principals' initiatives and their strategies which benefit PLC practices across religious-based secondary schools in Malaysia.

Purpose: Existing research suggests that organizational learning, jointly implemented by principals and teachers may reduce agency risks and improve school management effectiveness. However, research investigating how this process occurs is lacking. The relationship between school leaders promoting the involvement of teachers in school-wide processes focused on instructional improvement and the coherence characterizing a school's instructional program remains unclear. Design/methodology/approach: The authors identified shared instructional leadership and instructional coherence, as two key variables describing the process of organizational learning and the outcome of agency risk reduction. The authors employed hierarchical linear modeling to test the hypothesis that shared leaderships positively predicts differences among schools in instructional coherence. Findings: Based on a sample of 113 public high schools selected from a U.S. Midwestern state, the results confirm the hypothesis. Research limitations/implications: This study uses the existing theoretical and empirical findings to interpret the potential relationship between shared leadership and instructional coherence, and validates it through empirical data analysis. The findings expand the understanding of the shared leadership theory. Although the design of this study is strictly based on theoretical and empirical findings, and part of the purpose of the research is to find the reasons why shared leadership seems to be insignificant in some countries and regions, readers should still note that the sample source is American schools. The findings of this study are worth examining with different samples in future studies. Practical implications: Since the direct relationship between shared leadership and student standardized test scores has been difficult to measure, and in some countries even negative, there is debate about the need for shared leadership. The difficulty of measurement is caused by the diversity of leadership subjects and the complexity of leadership tasks. This study finds out the direct object of shared leadership and the process of exerting its effects, which will expand the understanding of the positive meaning of shared leadership. This will help different countries and regions better identify and play the role of shared leadership. Originality/value: Based on the combination of organizational learning theory, agency theory and shared leadership theory, the study modeled the process of collaborative organizational learning among principals and teachers. The study employed instructional coherence as a form of structured organizational learning that is a prerequisite for improvement in common measures of student learning such as standardized test scores. Do so provide practical guidance for educators seeking improvement through organizational learning.

The implementation of virtual reality (VR) has gained popularity in the organizational settings in responding to the digital transformation in the era of Industry 4.0. VR offers immersive and authentic experiences for learners through simulated real-life scenarios during training. While the affordances have been widely discussed, there is a need to take a systems thinking approach and look at the challenges and side effects associated with the implementation. This systematic review is an effort to comprehensively understand the challenges and side effects along with the exploration of contexts, affordances, and attitudes toward VR applications of the VR initiative for training in organizational contexts. Following a ground theory approach, we analyzed 50 articles published since 2011 that covered a wide range of industries and locations worldwide. The findings from our analysis revealed multiple affordances, challenges, and side effects of applying VR in training. We hope to promote a discussion on VR integration, especially to caution researchers and practitioners the challenges and side effects of this initiative in the design and implementation process, to derive maximum value of the immersive technologies in learning. The results contribute to a comprehensive understanding of applying VR in organizational settings and informs design considerations for successful VR implementation in training programs.

Purpose: This paper aims to examine whether happiness at workplace (HAW) impacts organisational citizenship behaviour (OCB) and whether this impact can be further improved by promoting learning capabilities in organisations, thus investigating the mediating role of organisational learning capabilities (OLC). Design/methodology/approach: This study was conducted on knowledge-intensive workers (employees of EdTech companies) in India. Responses were collected via questionnaire in online mode, and after discarding the incomplete responses, 500 replies were considered for data analysis with PLS-SEM technique. Findings: The outcomes reveal that the HAW has a significant influence on OCB. The outcomes also reveal that this impact is further enhanced with the presence of OLC, thus confirming that OLC operates as a mediator in the link connecting HAW and OCB. Originality/value: This study makes a distinctive contribution by bringing out the significance of workplace learning in the connection between the workplace happiness and citizenship behaviour of employees that will provide impetus to the practitioners to formulate strategies in such a manner that the employees voluntarily perform the actions beyond their designated roles.

Purpose: The aim of this paper is to explore how the involvement of workplace teams in experimenting with changes in their work practices through short, time-boxed, experiments (STBEs) can support organizational learning. It is explored how staffs' experiences with experimental practices give rise to shared knowledge and how this is supported by the design of the STBE-procedure. Also explored is how the STBEs support knowledge retainment. Design/methodology/approach: The study builds on the authors' participation in a research and development project across seven financial enterprises in Denmark. Qualitative material was developed as part of the experiments. Theoretically emphasizing experience, knowledge creation through dialogue and knowledge retention, the material was analyzed, focusing on participants' experiences and interactions, as well as on procedures. Findings: The STBEs occasioned direct experience with new work practices for managers and employees. Supported by the STBE-procedure, these experiences generated new knowledge individually, collectively and on an organizational level. The procedure also created routines that can underpin the retainment of the new practices and knowledge related to incorporating it in the organization. Research limitations/implications: The study implicates experience with changes in work practices to be understood as predominantly mindful in opposition to simple, even when the changes appear to be simple. Practical implications: The STBEs are applicable when working with organizational learning related to new work practices. Procedures supporting dialogue and mindful processes appear to be advantageous in relation to learning from experiments. Originality/value: Based on an original research and development project and unique qualitative material, the study adds to discussions on how to best conduct and learn from experiments in organizations.

Purpose: This paper aims to answer report how mentors who onboard newcomers to a high-stress social work organization can learn about their onboarding practice by treating onboarding as a wicked problem that escapes definitive formulation and final solutions. Design/methodology/approach: The authors follow an action research approach with three iterations of learning about onboarding with mentors in a Danish social work organization struggling with an employee turnover exceeding 30%. Findings: The authors unfold the authors' emerging sensitivity to wickedity over the iterations of learning about onboarding with the mentors. As the authors foreground the wickedity of the authors onboarding in the last iteration, three lessons learned could be derived: it warrants the mentors' continuous inquiry; opens inquiry into the ambivalence of mentoring; and convenes responsibility for inquiry to a community of mentors. Research limitations/implications: This study of problematic onboarding to high-stress social work shows the value of fore-grounding wickedity instead of hiding it with a positive framing. This wickedity rests on situated grounding and is only transferrable to other organizations with the utmost caution. Practical implications: High-stress social work organizations without the capacity to systematically sustain best practices for onboarding may, instead, increase attention to the wickedity of onboarding as a motivation for continuous inquiry by a broader community of mentors. Originality/value: To the best of the authors' knowledge, this paper is the first to present an action research study of problem wickedity to motivate mentors' inquiry into onboarding newcomers to high-stress social work.

Organizational tasks and processes are preconditions for organizing professional learning teams but are often neglected in research. In nine schools, we examined which organizational tasks and processes were set up for lesson study, a form of a professional learning team, and in what way. Schools set up three organizational tasks and processes: recruiting participants, giving credit for time-investment, and scheduling meetings. Recruitment of participants was sometimes difficult when potential participants worked autonomously within their departments or teams. Credit for time-investment was often constrained as schools gave credit in a way that made lesson study an additional workload. Scheduling meetings was very challenging. The scheduled meetings were considered satisfactory in only one school. Here, the school leader collaborated and communicated with her teachers to plan useful and uninterrupted meetings in the timetable. Our results show that organizational work is not mundane and simple but complex and vital for embedding professional development in schools.

Purpose: This paper aims to conceptualize the role of leadership in organizational learning processes in multinational companies (MNCs). The authors present a model describing how managers in an MNC facilitated transitions between sub-processes of organizational learning at several organizational levels. Design/methodology/approach: The authors collected data from the plants of a global process company in Norway, Brazil and China. Observation, in-depth interviews and archival material enabled one to reconstruct the organizational learning process over a period of 30 years as the company developed its own tailor-made improvement programme. Findings: Based on the data, the authors describe the role of leadership in linking the sub-processes of organizational learning as orchestration, sponsoring and persistence. Orchestration included creating faith and optimism and designing the organization to allow close cooperation between operators and managers in the sub-process of experimenting. This eased transferring and institutionalizing in the global organization. Sponsoring included structural changes to support transferring and the demonstration of dedication to improvement programme values. These factors were important for institutionalizing. Persistence involved the continuous focus on adjustment of the improvement programme, which then facilitated further experimenting. Originality/value: Firstly, this study suggests that activities and decisions in one sub-process have important implications for the following sub-processes. Secondly, this study indicates that leaders' role in facilitating the transitions between sub-processes extend beyond their individual traits and behaviour, which previous research had focused on, and includes decisions concerning organizational structure and culture that help link social and organizational learning.

Purpose: The purpose of this paper is to examine the effect of humble leadership on project success. In addition, we examine the mediating effect of organisational learning on the relationship between humble leadership and the success of international development projects. Design/methodology/approach: This study adopted a quantitative research methodology based on questionnaire data collected from 80 international development project managers from different sectors in Senegal (West Africa). The variance-based structural equation method, following the partial least squares approach, was used to test the research hypotheses. Findings: The results showed that humble leadership is positively related to project success. Furthermore, organizational learning mediates the relationship between humble leadership and project success. Research limitations/implications: This research has several limitations. The authors did not examine the role of organizational culture as a moderating variable. However, the authors believe that the cultural variable can have an impact on project success and team building, and future studies should consider this aspect as well. In the African context, each country has its own culture, which may affect the behaviour of the project manager. Also, the authors admit that the sample size is relatively small, which greatly reduces the generalizability of the results. Practical implications: These findings have important implications. First, because a project leader's humility enhances project success, it is critical for development projects to select leaders who demonstrate modest conduct in the workplace. The perfect selection of a humble leader depends heavily on judgements about the characteristics of a humble leader from new project manager candidates. Originality/value: Drawing on conservation of resources theory, this study found that humble leadership is important for project success, thus extending the utility of the concept of humble leadership to the project literature.

Purpose: The purpose of this study is to understand the influence of the transformational, transactional and laissez-faire leadership styles and collaborative integrative behavior of the team with respect to organizational ambidexterity (the combination of exploration and exploitation learning) in university research groups. Design/methodology/approach: From a survey conducted with a sample of 506 researchers, members of 165 research groups, working in an emerging economy, a multiple regression model analysis was performed. Findings: Findings of this study provide evidence that the coordinator's transformational leadership and the collaborative integrative behavior of the team positively influence organizational ambidexterity of research groups. Transactional leadership and laissez-faire style do not show any significant influence. Originality/value: This study addresses the lack of knowledge regarding organizational learning in research groups to explore and exploit knowledge through research result transfer processes based on the organizational ambidexterity logic in higher education institutions (HEIs) from emerging economies. The study aims to contribute to the literature on leadership styles and ambidexterity in HEIs in emerging economies, particularly in Latin America, where there is still a scarcity of research on the attributes of effective leadership.

Purpose: Drawing from organizational learning theory, social exchange theory and positive psychology approach, this study aims to examine the relationship between commitment to learning and prosocial silence, as well as the mediating role of perceived organizational support (POS) in this relationship. Design/methodology/approach: The authors used path analysis to examine the relationships between research variables. Data were collected from 275 employees of private sector companies in Turkey through an online survey platform. To test the proposed hypotheses, the authors conducted regression and mediation analyses using the bootstrapping method. Findings: The results indicate that the organization's commitment to learning positively and significantly impacts employee prosocial silence, and POS partially mediates this relationship. Practical implications: Managers who aim to promote other-oriented and helping behavior in the organization should understand how prosocial silence can be golden. They should cultivate and model a learning mindset by focusing on strengths instead of weaknesses, reward experimentation and provide employees with timely feedback allowing them to think and reflect on their failures. Originality/value: Although the dominant position of previous studies endorses the detrimental sides of organizational silence, less research has focused on employees' prosocial silence behavior and the underlying mechanisms that may explain employees' tendency to remain silent with helpful intent, a gap this research attempts to fill.

Purpose: In the era of hyper-competitiveness, firms, especially project-based management structures, have to focus on ideas for both new and existing sets of products and services, i.e. ambidextrous innovation. The ambidextrous innovation can be helpful, but achieving such a level is a problem to be solved. This study aims to yield ambidextrous innovation by using innovative culture and knowledge that has been gained from learning. Design/methodology/approach: The present research collected data from Saudi Arabian public-sector firms. The data collected is analyzed using the partial least squares structural equation modeling (PLS-SEM). Findings: The findings of the study suggest that a range of factors can be operationalized in project-based firms to establish organizational learning and innovation culture. These factors include agile-based project management, leveraging existing innovative capabilities and growth mindset in case of innovative organizational culture and additional factors of agile-based knowledge management along with others in case of organizational learning. The PLS-SEM further concluded that both organizational learning and innovative organizational culture, in turn, help project-based Saudi Arabian public-sector firms to develop their ambidextrous innovation capability. Originality/value: The PLS-SEM further concluded that both the organizational learning and innovative organizational culture, in turn, help project-based Saudi Arabian public-sector firms to develop their ambidextrous innovation capability.

Purpose: If building and nurturing a learning organization is not a random chance, the question of where organizations should start is patent. Because learning culture is one of the core components of learning organizations, it is wondered how individuals and organizations contribute to this phenomenon. Under an interactional perspective, the authors explore the cross-dynamics between learning resources, structure and support (organizational level), and self-directed learning (individual level). Design/methodology/approach: The authors conducted qualitative and exploratory research in Spring 2021 in France. They used semi-structured interviews with HRMs and a Delphi panel as the main instruments. This dual approach brings a reflexive and complementary dialogue to the research question. Findings: The results show that non-learning organizations took advantage of the COVID-19 period. They created a learning biotope and fostered learning dynamics. Although this biotope acted as a learning marketplace and lacked guidance, individuals interacted with this learning biotope. They took learning initiatives and developed their self-directed learning. This understanding argues for constant interaction and co-influence between organizations and individuals to build and nurture a learning culture. Originality/value: There is little discussion on how individuals and organizations contribute to building and nurturing a learning culture from an interactional perspective. Furthermore, literature on learning organizations considers self-directedness as a whole, considering self-directed learning as a characteristic and a process sharpens thinking. On methodological concerns, the authors used a dual qualitative approach with interviews and Delphi for the first time in research on learning organizations.

Engagement in citizen science can result in participant outcomes including increased science and environmental literacy and civic action. One factor which may increase the likelihood of these outcomes is facilitation by groups such as employers, schools, or other organizations. We examined how a partnership between SciStarter and Girl Scouts of the USA facilitated participation in citizen science to shape participants' learning and civic engagement. Between July 2017 and February 2020, participants from over 200 Girl Scout troops completed the Think Like a Citizen Scientist Journey, consisting of science learning activities, participation in an environmental citizen science project on SciStarter, and a Take Action Project (TAP). Troop leaders provided open-ended descriptions of TAPs which we analyzed qualitatively. Responses provided evidence of learning outcomes spanning informal science learning goals, Girl Scout Leadership Experience outcomes, and Girl Scout STEM outcomes. Participants' TAPs overwhelmingly related to science and environmental topics (81%) and the majority sought to educate and inspire others (66%), reaching audiences of peers, adults, the general public, and civic leaders. This program demonstrates the potential for facilitator organizations to leverage existing citizen science projects to promote learning outcomes, civic science education, and community action with participants as young as 4-5 years old.

Purpose: The purpose of this paper is to examine the nexus of social support (SS), work-life balance (WLB) and satisfaction with life (SWL) in hybrid work (HW) scenario in learning organizations. Design/methodology/approach: The data were collected via questionnaire method from 531 employees working in learning organizations (IT/ITES sector) in India. The hypotheses were tested using hierarchical regression. Findings: The findings of the study showed that HW was positively related to SS dimensions, WLB and SWL. Further, the study established the mediating role of SS between HW and WLB as well as WLB as a mediator between HW-SWL relationships. Research limitations/implications: This study has certain limitations owing to the cross-sectional nature of the data and the specific sector under study. The findings have significant implications for policy making to determine the conditions under which both employees and organizations can benefit from HW. Further, the study has implications for uncertain and volatile environments as had been created by COVID-19 pandemic, where HW arrangements may not be a choice but become necessity. Originality/value: This study contributes to the conservation of resources theory. It identifies the importance of true autonomy and flexibility for employees.