Organizational Learning: from Case Studies to a Quantitative Survey
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| Year of publication | 2012 |
| Type | Appeared in Conference without Proceedings |
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| Description | This paper presents the advanced stage of empirical research on Leadership in the Processes of Organizational Learning in Schools funded by the Czech Science Foundation (No. P407/10/1197). The aim of this research is to find answers to questions of how organizational learning is pursued in schools, in what ways organizational learning in schools is distinctive, and how organizational learning in schools is led and managed. In an international context, particular attention has been paid to organizational learning in schools (or to schools as learning organizations or communities) since the 1990s (Leithwood & Louis, 1998, Schratz & Steiner-Löffler, 1998, Senge et al. 2000; Verbiest, 2002; Verbiest et al., 2005, etc.). In Czech academic literature, less attention is paid to organizational learning in the specific context of schools and there are no complete surveys available. The research focus in the school context is focused here more on phenomena that undoubtedly relate to organizational learning, such as school culture, school climate, school cooperation, forms of peer support, etc. The authors of this paper have made repeated contributions to this discussion (Pol, Hloušková, Novotný & Zounek, 2005; Pol & Lazarová, 1999, and others). |
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