Are Schools Learning Organizations? An Empirical Study in Spain, Bulgaria, Italy, and Turkey
The aim of this empirical research, which is the first phase of an Erasmus project, is to analyze how educational institutions are configured, as learning organizations, through a systems perspective. The methodology employed was qualitative, utilizing prominent examples of schools in Spain, Bulgari...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-09-01
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| Series: | Social Sciences |
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| Online Access: | https://www.mdpi.com/2076-0760/12/9/495 |
| _version_ | 1797576851747504128 |
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| author | María Luisa Sierra-Huedo Ana C. Romea Marina Aguareles |
| author_facet | María Luisa Sierra-Huedo Ana C. Romea Marina Aguareles |
| author_sort | María Luisa Sierra-Huedo |
| collection | DOAJ |
| description | The aim of this empirical research, which is the first phase of an Erasmus project, is to analyze how educational institutions are configured, as learning organizations, through a systems perspective. The methodology employed was qualitative, utilizing prominent examples of schools in Spain, Bulgaria, Italy, and Turkey. Semi-structured personal interviews were conducted with experts in the field of education, members of school management teams, and teachers, resulting in a total of 63 participants. The findings reveal that, in all four countries, there are barriers preventing educational institutions from becoming learning organizations, including the rigidity of the educational curriculum and an individualistic teaching culture. Transformational opportunities lie in the creation of networks and the ability to share knowledge among educational institutions. In essence, it is necessary to continue working towards the implementation of a systems perspective in educational institutions, which, for its development, must be complemented by transformational leadership and an engaged educational community that is focused on enhancing student learning. |
| first_indexed | 2024-03-10T22:00:38Z |
| format | Article |
| id | doaj.art-a84163e47583447fa470f25f228d0d11 |
| institution | Directory Open Access Journal |
| issn | 2076-0760 |
| language | English |
| last_indexed | 2024-03-10T22:00:38Z |
| publishDate | 2023-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Social Sciences |
| spelling | doaj.art-a84163e47583447fa470f25f228d0d112023-11-19T12:59:07ZengMDPI AGSocial Sciences2076-07602023-09-0112949510.3390/socsci12090495Are Schools Learning Organizations? An Empirical Study in Spain, Bulgaria, Italy, and TurkeyMaría Luisa Sierra-Huedo0Ana C. Romea1Marina Aguareles2Faculty of Communication and Social Sciences, San Jorge University, Villanueva de Gállego, 50830 Zaragoza, SpainFaculty of Communication and Social Sciences, San Jorge University, Villanueva de Gállego, 50830 Zaragoza, SpainFaculty of Communication and Social Sciences, San Jorge University, Villanueva de Gállego, 50830 Zaragoza, SpainThe aim of this empirical research, which is the first phase of an Erasmus project, is to analyze how educational institutions are configured, as learning organizations, through a systems perspective. The methodology employed was qualitative, utilizing prominent examples of schools in Spain, Bulgaria, Italy, and Turkey. Semi-structured personal interviews were conducted with experts in the field of education, members of school management teams, and teachers, resulting in a total of 63 participants. The findings reveal that, in all four countries, there are barriers preventing educational institutions from becoming learning organizations, including the rigidity of the educational curriculum and an individualistic teaching culture. Transformational opportunities lie in the creation of networks and the ability to share knowledge among educational institutions. In essence, it is necessary to continue working towards the implementation of a systems perspective in educational institutions, which, for its development, must be complemented by transformational leadership and an engaged educational community that is focused on enhancing student learning.https://www.mdpi.com/2076-0760/12/9/495school leadershipschool organizationlearning organizationsystem’s perspectivesociology of education |
| spellingShingle | María Luisa Sierra-Huedo Ana C. Romea Marina Aguareles Are Schools Learning Organizations? An Empirical Study in Spain, Bulgaria, Italy, and Turkey Social Sciences school leadership school organization learning organization system’s perspective sociology of education |
| title | Are Schools Learning Organizations? An Empirical Study in Spain, Bulgaria, Italy, and Turkey |
| title_full | Are Schools Learning Organizations? An Empirical Study in Spain, Bulgaria, Italy, and Turkey |
| title_fullStr | Are Schools Learning Organizations? An Empirical Study in Spain, Bulgaria, Italy, and Turkey |
| title_full_unstemmed | Are Schools Learning Organizations? An Empirical Study in Spain, Bulgaria, Italy, and Turkey |
| title_short | Are Schools Learning Organizations? An Empirical Study in Spain, Bulgaria, Italy, and Turkey |
| title_sort | are schools learning organizations an empirical study in spain bulgaria italy and turkey |
| topic | school leadership school organization learning organization system’s perspective sociology of education |
| url | https://www.mdpi.com/2076-0760/12/9/495 |
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