Structures and Relationships in Organizational Learning for Change

Autor/in	Karnopp, Jennifer
Titel	Structures and Relationships in Organizational Learning for Change
Quelle	In: Journal of Educational Administration, 60 (2022) 5, S.457-472 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karnopp, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-09-2021-0177
Schlagwörter	Organizational Learning; Rural Schools; Interaction; Educational Change; Social Networks; Organizational Change; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Organisationslernen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Interaktion; Bildungsreform; Social network; Soziales Netzwerk; Organisationswandel
Abstract	Purpose: Much of the scholarship relating to educator learning in the context of school change centers on promising organizational structures that support educator knowledge-building and sharing. However, recent studies have found that educators' social networks also enhance learning of new practices. This study aims to explore how informal interactions support organizational learning in schools. Design/methodology/approach: Applying structuration theory to concepts of organizational learning mechanisms, this paper proposes a framework for examining informal interactions and organizational learning. Employing an exploratory sequential mixed-methods design, this paper utilizes social network analysis of survey data and thematic analysis of interview data of a purposive sample of participants in a rural school district. Findings: Within this rural district, organizational and social conditions supported recursive interactions where educators developed and shared knowledge of new instructional practices. Organizational resources and routines, and individuals' habits of mind mediated these recursive interactions, resulting in somewhat dependable knowledge-sharing spaces. Through these recursive interactions between individual agents acting within the opportunities and constraints of the normalized organizational expectations of each school, informal knowledge structures emerged. Originality/value: This article applies structuration theory to examine organizational learning mechanisms in schools. This novel approach provides researchers with a new perspective on the organizational learning process--one that facilitates the exploration of the role of informal knowledge-building in this process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01