scholarly journals Limits of the concepts of organisational learning and learning organisation for government-owned international development agencies

2022 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Katsutoshi Fushimi
Keyword(s):  
International Development ◽  
Organisational Learning ◽  
Learning Organisation ◽  
Development Agencies

ICTs and the (Re)Production of Development Knowledge in Africa

2014 ◽  
pp. 36-54
Author(s):  
Lord C. Mawuko-Yevugah
Keyword(s):  
International Development ◽  
Power Dynamics ◽  
Information And Communications Technologies ◽  
Policy Interventions ◽  
Development Agenda ◽  
Western Development ◽  
African Context ◽  
Development Agencies ◽  
Dependency Model ◽  
Development Paradigm

Over the past few years, Information and Communications Technologies (ICTs) have been promoted by Western development agencies in Africa and other regions of the developing world. There are legion of intellectual (theoretical) and practical policy-oriented arguments advanced by the proponents of an ICT-driven agenda and to justify why this paradigm offers an effective pathway out of poverty and under-development in the global South. This chapter proposes a critical theoretical approach for analyzing and interpreting the implications and impacts of this ICT-driven development agenda for Africa and other regions striving for home-grown and locally-driven development agenda. Drawing on aspects of critical theoretical lenses including Foucault's knowledge-power dynamics and neo-Gramscian concept of hegemony, the chapter explores how the ICT-driven development paradigm being championed by key international development agencies may in fact,help to perpetuate unequal power relations in the production of development knowledge whereby ideas and practices of the “developed” and “advanced” West are privileged and imposed on the “less developed” and “backward” regions such as Africa. The chapter provides a historical overview on development theory in the African context from the era of modernization theory to the neo-liberal turn in order to examine if and how the ICT-driven paradigm offers any departures from the path-dependency model embedded in earlier theoretical and policy interventions.

Secondary school structure, organisational learning capacity and learning organisations: a systemic contribution

2020 ◽  
Vol 34 (8) ◽  
pp. 1253-1264
Author(s):  
Peter A. Barnard
Keyword(s):  
Transformative Learning ◽  
Research Literature ◽  
Organisational Learning ◽  
School Structure ◽  
Learning Organisation ◽  
Feedback Mechanisms ◽  
Content Type ◽  
Learning Capacity ◽  
Extensive Information ◽  
Organisational Strategy

PurposeThe purpose of this paper is to explain the influence of a school's operational structure on organisational learning capacity (OLC), and how this either supports or disables any aspiration as a learning organisation.Design/methodology/approachTwo organisational working models are described, one based on same-age structure and another that uses multi-age organisation. These are systemically examined to test for OLC and subsequent potential to develop as learning organisations.FindingsSchools using same-age organisational structure have restricted feedback mechanisms that inhibit their ability to develop OLC. Schools that have adopted multi-age structures have extensive information feedback mechanisms; consequently, they have a higher OLC and the potential to develop as a quasi learning organisation.Practical implicationsThis paper intervenes at a time when interest in the concepts of OLC, transformative learning, and the idea developing schools as learning organisations is increasing. The danger of this development is to repeat the reformational mistakes of the past by failing to reflect on ingrained organisational assumptions. This paper encourages schools to reflect on their organisational strategy.Originality/valueThis paper fills a gap in the research literature by offering a practical analysis of two organisational systems, to show how structure impacts on OLC and aspirations to develop as a learning organisation.

Evaluation for Improvement in International Development Agencies - Learning from a Pilot Project

2016 ◽  
Vol 2016 (1) ◽  
pp. 11428
Author(s):  
Sami Ullah Bajwa ◽  
Katie Minderhoud ◽  
Muhammad Asif
Keyword(s):  
International Development ◽  
Pilot Project ◽  
Development Agencies

scholarly journals Organisational Learning: Conceptual Links to Individual Learning, Learning Organisation and Knowledge Management

2007 ◽  
Vol 06 (03) ◽  
pp. 211-217 ◽  
Author(s):  
Siu Loon Hoe
Keyword(s):  
Knowledge Management ◽  
Information Management ◽  
Human Resource ◽  
Individual Learning ◽  
Organisational Learning ◽  
Learning Organisation ◽  
Theoretical Understanding ◽  
Organisational Behaviour ◽  
Multidisciplinary Perspective ◽  
Learning Concept

Organisational learning has over the years been subject of much study by scholars and managers. In the process, the organisational learning concept has been linked to many other knowledge concepts such as individual learning, learning organisation, and knowledge management. This paper draws from existing literature in organisational behaviour, human resource management, marketing, and information management, to further develop the conceptual links between organisational learning and these knowledge concepts. The paper discusses the characteristics of organisational learning and emphasises its link to individual learning, the learning organisation, and knowledge management. It contributes to the conceptual and theoretical understanding of organisational learning and its relationship to these knowledge concepts from a multidisciplinary perspective.

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