Bilgi Yönetimi Süreci ile Yenilikçilik İlişkisi: Örgütsel Öğrenmenin Aracılık Rolü

DEMİREL, Oğuz; Eraslan, İsmail

doi:10.18026/cbayarsos.1101354

Cited by 1 publication

(1 citation statement)

References 41 publications

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“…In Turkish, these two concepts are used in the same sense, and the (Türk Dil Kurumu [TDK], 2021) describes innovation as "newness." The concept of innovation in field writing: developing existing products and processes, finding new methods and abandoning old ones (Matthews, 2003), new ideas developed by the organization in its output, structure and processes (Damanpour, 1991), any method, policy, structure, process, product and market opportunity perceived as new (Nohria & Gulati, 1996), the process of being able to implement sustainable competitive advantages by converting them into new ideas and mainstreaming them (Flynn, Dooley, O'Sullivan & Cormican, 2003), the process involving the implementation and integration of new ideas in organizations by turning them into a new product or service (Ramadani & Gerguri, 2011), the new way to put things forward (Pla-Barber & Alegre, 2007), taking risks by stepping outside of what exists (Demirel & Seçkin, 2008) is defined as making science and technology useful to the community (TÜSIAD, 2003).…”

Section: Innovationmentioning

confidence: 99%

Innovation Scale in Educational Organizations: Development, Validity and Reliability Study

Demir,

Akuzum

2023

IOJES

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In the knowledge age of mankind, one of the most important organisations in society can be said to be educational organizations that produce knowledge or schools in general. That's because schools are organisations that process, produce, present information and spread it across society. In achieving success in education organisations, the role of teachers with an innovative structure and a high perception of innovation is important. It is therefore thought that identifying teachers' perceptions of innovation will contribute to innovation-related research. Moving from the information in question, the purpose of this research is to develop a scale that will enable measuring teacher perceptions of innovation in education organisations. Research data by measuring tool consisting of 39 substances; from sample groups where 120 teachers were included for preapplication and 219 teachers for the original application. After the Exploratory Factor Analysis (EFA) was conducted, 3 subscales and 32 substances were obtained. The scale accounts for 70.92% of the total variance. " The total Alpha ratio of the scale was found to be .962. The structure of the resulting scale with EFA, Confirmatory Factor Analysis (CFA), has been tested and verified. Based on the results revealed, the scale can be said to be a valid and reliable data collection tool.

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