Comparing the Learning Culture of High and Low Performing High Schools in Pakistan

Akram, Muhammad; Watkins, Karen E.; Sajid, Sajid Ahmad

doi:10.20533/licej.2040.2589.2013.0147

Cited by 13 publications

(43 citation statements)

References 18 publications

(25 reference statements)

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“…Studies examined the dimensions of a learning organization in nonprofit organizations (McHargue, ; Watkins et al, ; Wetherington & Daniels, ). Researchers sought to identify the distinctive dimensions of a learning organization in schools (e.g., Akram, Watkins, & Sajid, ; Aydin, Guclu, & Pisapia, ), the army (Stothard, Talbot, Drobnjak, & Fischer, ), or international organizational settings (Watkins, Sadki, Kim, & Suh, 2015).…”

Section: Theories Of the Learning Organizationmentioning

confidence: 99%

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Current status and promising directions for research on the learning organization

Watkins

Kim

2017

Human Resource Dev Quarterly

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127

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This article examines the state of research on the learning organization in the field of HRD and future directions that hold promise for enriching our understanding of organizational learning and the learning organization. The article differentiates these two streams of research and explores areas where one body of research may be useful to the other. The article draws heavily on studies using the Dimensions of a Learning Organization Questionnaire (DLOQ©). Emerging work testing cross‐cultural validity and levels of analysis, as well as social network analyses, shows promise in deepening our understanding of the construct. Finally, a case is made for the need for studies of learning organization interventions in order to continue to test the usefulness of the construct of a learning organization for HRD practitioners.

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Section: Theories Of the Learning Organizationmentioning

confidence: 99%

“…Researchers sought to identify the distinctive dimensions of a learning organization in schools (e.g., Akram, Watkins, & Sajid, 2013;Aydin, Guclu, & Pisapia, 2015), the army (Stothard, Talbot, Drobnjak, & Fischer, 2013), or international organizational settings (Watkins, Sadki, Kim, & Suh, 2015).…”

Section: Dloq Studiesmentioning

confidence: 99%

Current status and promising directions for research on the learning organization

Watkins

Kim

2017

Human Resource Dev Quarterly

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127

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“…Bai and Fallah (2012) found significant positive correlation between the indicators of learning organization culture and the performance of players in sports. Akram et al (2013) conducted preliminary study on comparing the learning culture of high and low performing boys and girls secondary schools in Pakistan using the DLOQ; this study found that high performing schools demonstrated higher level of learning culture and the vice versa. Bates and Khasawneh (2005) found significant relationships between organizational learning culture, learning transfer climate and organizational innovation in Jordan.…”

Section: Literature Reviewmentioning

confidence: 99%

“…If a principal is able to create a learning culture within the school through increasing dialogue and inquiry among teachers, empowering them, and sharing their knowledge, Journal of Education & Social Sciences student achievement might be increased which ultimately helps the principals as well the teachers to meet the accountability standards. Little has been explored about the learning culture in public schools (Akram, Watkins, & Sajid, 2013). One study found positive impact of teacher empowerment on student achievement (Marks & Louis, 1997).…”

Section: Introductionmentioning

confidence: 99%

Predicting Student Achievement through Organizational Learning Culture

Akram¹,

Shah²

2018

J.educ.soc.sci

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This study focused on investigating the impact of learning culture on student achievement in Pakistani public high schools. An Urdu version of the Dimensions of a Learning Organization Questionnaire (DLOQ) was administered to head teachers of 174 public boys and girls high schools selected through random sampling technique. The overall percentage scores of the sampled high school in the Board of Intermediate and Secondary Education Lahore annual examination 2016 were also collected from the head teachers. The results showed that the seven factors of the DLOQ were significantly positively correlated with each other. The Simple linear regression analysis revealed that the seven dimensions of the DLOQ significantly predicted student overall achievement in Lahore Board Examination. A multiple regression analysis revealed that head teacher's empowerment and strategic leadership explained 22 percent of the variance in student achievement. The limitations of the study include smaller sample size of head teachers, and private tuition most of the students take throughout the year.

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“…Benjamin, 2009;Khan, Tanveer and Saleem, 2013;Nazari and Akmaliah Lope Pihie, 2012;Akram, Watkins and Sajid, 2013;McCharen, Song and Martens, 2011;Ariffin, Hashim and Yahya, 2010). The comprehensiveness of the DLOQ and its proven applicability in various context, cultures and types of organisations (Watkins and Dirani, 2013;Moilanen, 2005), including school organisations, also suggests the value of using the DLOQ in schools.…”

Section: Assessing Schools As Learning Organisationsmentioning

confidence: 99%

What Makes a School a Learning Organisation?

Kools

Stoll

2016

OECD Education Working Papers

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JT03417968Complete document available on OLIS in its original format This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org. This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD.EDU/WKP (2016)11 3 ABSTRACTWhat are the characteristics of a school as learning organisation? This paper should be seen as an attempt to work towards a common understanding of the school as a learning organisation concept that is both solidly founded in the literature and is recognisable to all parties involved, i.e. educators, policy makers, parents and others alike. The paper provides an in-depth analysis of the learning organisation literature in general, and within a school context. It identifies and operationalises the characteristics of the school as learning organisation in an integrated model that consists of seven overarching 'action-oriented' dimensions: 1) developing and sharing a vision centred on the learning of all students; 2) creating and supporting continuous learning opportunities for all staff; 3) promoting team learning and collaboration among staff; 4) establishing a culture of inquiry, innovation and exploration; 5) establishing embedded systems for collecting and exchanging knowledge and learning; 6) learn...

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Comparing the Learning Culture of High and Low Performing High Schools in Pakistan

Abstract: Abstract

Cited by 13 publications

References 18 publications

Current status and promising directions for research on the learning organization

Current status and promising directions for research on the learning organization

Predicting Student Achievement through Organizational Learning Culture

What Makes a School a Learning Organisation?

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