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How facial attractiveness of Chinese female applicants affects the decisions regarding a hypothetical employment evaluation , Yuanlu Niu

CONGRUENCY OF LEARNING STYLES AND TEACHING STYLES ON PERFORMANCE OUTCOMES OF CERTIFIED NURSE AIDE STUDENTS , Jodi Lynn Schoen

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Prevailing Attitudes Toward Work and The Relationship Between Religious Orientation and Work Ethic Dimensions , Peter C. Makiriyado

Gender Differences in the Vocational Interests of Youth Considering High Job Growth and Green Energy Occupations , Becky S. Robinson

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EVALUATING DIFFERENCES IN TEST ACHIEVEMENT OF MEDICAL DOSIMETRY STUDENTS PARTICIPATING IN INSTRUCTION WITH SYNCHRONOUS VERSUS ASYNCHRONOUS VIDEO CONSIDERING PERSONAL LEARNING STYLE AND BLOOM'S TAXONOMY LEVEL , Kevin Scott Collins

THE INTEGRAL ROLE OF ORGANIZATIONAL CHARACTERISTICS AND THEIR IMPACT ON LEAN IMPLEMENTATION SUCCESS , John J. Cooper

A THEORETICAL MODEL OF LEARNING EMPLOYING CONSTRUCTIVISM, NEUROSCIENCE, AND PHENOMENOLOGY: CONSTRUCTIVIST NEUROPHENOMENOLOGY , Jon Daniel Davey

THE IMPACT OF ORGANIZATIONAL CULTURE ON COMMUNITIES OF PRACTICE WITHIN A FAITH-BASED ORGANIZATION , Molly Elizabeth Hamilton

PERCEPTIONS OF ILLINOIS COMMUNITY COLLEGE ADMINISTRATORS ON THE IMPACT OF THE U.S. ECONOMIC RECESSION AND STATE FINANCIAL PRESSURES ON PROGRAMS FOR ADULTS , Barry Ray Hancock

CORPORATE TRAINING PROFESSIONALS' PERCEPTIONS REGARDING THE USE OF INSTRUCTIONAL SYSTEMS DESIGN IN CHINA: A MIXED METHODS STUDY , Li Hu

WOMEN AND WORK: A FOCUSED EXAMINATION OF FEMALE CONTRIBUTIONS TO THE ARMY NURSE CORPS WITHIN THE AMERICAN MILITARY DURING THE SECOND WORLD WAR , Tracy M. Matthews

The Rise of For-Profit Education Alternatives in Central Texas: A Comparative Study of Satisfaction Between Competing Programs Using the Student Satisfaction Inventory TM , Jonathan P. Pluskota

Creativity in Fashion Design Students , Joyce Robin Robinson

EXAMINING THE RELATIONSHIP AMONG STUDENTS' LEARNING STYLES, TECHNOLOGY ACCEPTANCE, AND STUDENTS' COMPLETION RATES IN E-LEARNING AND TRADITIONAL CLASS ENVIRONMENTS , Douglas Dean Schneiderheinze

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An Exploration of Corporate Social Responsibility and Machiavellianism in Future Health Care Professionals , Sandra K. Collins

The Adoption of On-demand Learning in Organizations in the United States , Lianbin Cui

DIFFUSION OF TOBACCO DEPENDENCE EDUCATION IN DENTAL HYGIENE: TEN CASE STUDIES , Joan Mary Davis

Job Satisfaction and the Perceived Organizational Culture of U. S. Military and Military Affiliated Personnel , Deborah A. Diffenauer

INTERNAL AND EXTERNAL INFLUENCES ON PROGRAM-LEVEL CURRICULUM DEVELOPMENT IN HIGHER EDUCATION FASHION MERCHANDISING PROGRAMS , Janice E. King

Joint Effects of Communication Mode and Consensus on Virtual Team Decision Quality , Dennis George Nasco, Jr.

PREDICTORS OF KNOWLEDGE SHARING AMONG CIVIL SERVICE EMPLOYEES IN A COMMUNITY OF PRACTICE , Angela Titi Amayah

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Factors Influencing Career Choice Among Students Enrolled in a Four-Year Tourism Administration Program , Nicole Lynn Davis

Workforce Education and Development Curriculum Responsiveness to Culturally and Internationally Diverse Graduate Students: A Mixed Methods Study , Debra Sharon Ferdinand

Medical Imaging Field of Magnetic Resonance Imaging: Identification of Specialities Within the Field , Michael L. Grey

MEASUREMENT AND PREDICTION OF LEADERSHIP EFFECTIVENESS BASED ON ATTRIBUTES , Thomas W. Hovatter

Teaching Styles And Learning Strategies Of Illinois Secondary Career And Technical Education Teachers , Stephen Jack McCaskey

An Examination of the Underrepresentation of African American Faculty in Illinois Institutions of Higher Education , Jane A. Meuth

Effectiveness Of A Clinical Questioning Activity In Developing Cardiac Sonography Student Learning Levels , Valerie Denise Newberry

Reading Skill Integration In High School Business Courses: Perceptions Of Business Teacher Educators In The United States , Frederick William Polkinghorne

THE RELATIONSHIP BETWEEN FIRST-GENERATION STUDENTS' EDUCATIONAL BACKGROUND AND SELECTED ACADEMIC AND NON-ACADEMIC VARIABLES , Bernadette M. Summerville

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AN EXAMINATION OF COLLEGE STUDENTS' EXPERIENCE WITH THE INDIVIDUALIZED TWO PLUS TWO TRANSFER PROGRAM , Denise Antoinette Vaughn

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Organisational learning in the University: a case study of change in higher education

McKenzie, Dawn (2017) Organisational learning in the University: a case study of change in higher education. PhD thesis, University of Glasgow.

Higher education is facing many challenges as universities contend with significant ongoing dynamic change in the external environment. As student expectations and needs evolve, many universities are reviewing the systems they use to support their business processes.

This study investigates the process of change using a theoretical framework which combines the related concepts of organisational learning and knowledge management, underpinned by a complexity theory paradigm. Examining the experience of one university over a period of several years, the study identifies the changes which have impacted upon academic advising staff using a case study methodology which has been informed by action research. This methodology employs a mixed methods approach which facilitates a deeper understanding of the source of problems and enables the critique of organisational systems. Using the knowledge management techniques of collaboration, mapping and taxonomies, the study involved processual enquiry and review as new knowledge emerged and was placed within the context of the wider organisation (Dawson, 2014). The Burke-Litwin Causal Model of Organizational Performance and Change (Burke and Litwin, 1992) was employed to analyse organisational documentation and focus group feedback and the complexity inherent in higher education and the causal effects of organisational change are examined. Such an investigation provides a means by which the discrepancies between the university’s espoused theory and its theory-in-use (Argyris and Schön, 1978) can be identified and used to enhance organisational learning within the university.

The main findings reveal tensions which arise from the ‘loosely versus tightly coupled systems’ of the university (Burke, 2014) and from the requirement for staff to place new and revised processes within their knowledge of previous systems. Recommendations are made which are aimed at improving advising and student records system processes as well as enhancing knowledge management and organisational learning within higher education.

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Organizational Learning and the Learning Organization: A Dichotomy Between Descriptive and Prescriptive Research

• Published: January 1997
• Volume 50 , pages 73–89, ( 1997 )

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• Eric W. K. Tsang  

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Despite the growing popularity of the term“organizational learning,” writings on thetopic have little consensus in terms of definition,perspective, conceptualization, and methodology. Thisarticle examines the dichotomy between two main streamsof theorizing in the field. The first stream,prescriptive writings on the learning organization, isconcerned with the question “How should anorganization learn?” Targeting practitioners, thesestudies are usually based on the authors' consultingexperience and seldom follow rigorous researchmethodologies. They also tend to overgeneralize theirtheories to all types of organization. Descriptiveresearches on organizational learning fall in the secondstream which tackles the question “How does anorganization learn?” These are academic studiesstriving for scientific rigor. Nevertheless, they oftenfail to generate useful implications for practitioners.In the final section of the article, brief suggestionsare made to integrate the two streams ofresearch.

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Tsang, E.W.K. Organizational Learning and the Learning Organization: A Dichotomy Between Descriptive and Prescriptive Research. Human Relations 50 , 73–89 (1997). https://doi.org/10.1023/A:1016905516867

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	Jul 01, 2024   National University Volume 86C-2 Catalog - July 2024     National University Volume 86C-2 Catalog - July 2024 Doctor of Philosophy in Organizational Leadership Description of program. The Doctor of Philosophy in Organizational Leadership (PhD-OL) program is a research-based program designed to prepare leaders for positions in the private and public sectors by enhancing knowledge and competencies appropriate to a wide variety of leadership roles. A Ph.D. requires original ideas about a specialized topic, as well as a high degree of methodological/scientific rigor (Nelson, & Coorough, 1994). As is traditional in higher education, a Ph.D. is only awarded for a piece of work that will actually make a difference to the theoretical context of the field – the Ph.D. dissertation is a new contribution to the body of knowledge. Click here for potential career opportunities within the PhD-OL. Learning Outcomes The program learning outcomes of the Doctor of Philosophy in Organizational Leadership degree are: Evaluate theories of organizational leadership for their academic and practical value Assess an organization’s potential for positive change Formulate strategies to solve contemporary organizational issues Contribute to the body of knowledge in the field of organizational leadership Basis for Admissions Admission to the Doctor of Philosophy in Organizational Leadership program will be determined by the degree used to meet the basis for admission. In order to enter the doctoral program, applicants are required to have a conferred master’s degree from a regionally or nationally accredited academic institution. There are two options for entering the doctoral program in the School of Business and Economics. A generalized business area such as business management or business administration, Specialized business area (e.g. Master of Finance, Master of Human Resources Management) AND an undergraduate degree in business OR  A previously completed master’s degree in any field AND an undergraduate in business. Evaluation Track – Individuals not meeting the direct entry requirements are required to take SKS-7001 - Doctoral Comprehensive Strategic Knowledge Studies    as part of their degree plan. Students in the Evaluation track will begin their degree plan with BTM-7101 - Doctoral Studies in Business    followed by SKS-7001 - Doctoral Comprehensive Strategic Knowledge Studies    and upon successful completion of SKS-7001 take the remaining courses in their degree plan. Students who feel that they have the business background and knowledge are allowed to take a test-out exam that covers the major business areas. The student must score 70 or above on the exam and can be taken no later than two weeks prior to the beginning of SKS-7001 - Doctoral Comprehensive Strategic Knowledge Studies    course. This can be discussed with your enrollment or academic and finance advisor. Degree Requirements The University may accept a maximum of 12 semester credit hours in transfer toward the doctoral degree for graduate coursework completed at an accredited college or university with a grade of “B” or better. The PhD-OL degree programs have the following graduation requirements: A minimum of 48 credit hours of graduate instruction must be completed through the University Grade Point Average of 3.0 (letter grade of “B”) or higher Satisfactory completion of the PhD-OL Pre-Candidacy Prospectus University Approval of Dissertation Manuscript and Oral Defense completed Submission of the approved final dissertation manuscript to the University Registrar, including the original unbound dissertation manuscript and an electronic copy Official documents on file for basis of admission: a conferred master’s degree from an accredited academic institution Official transcripts on file for all transfer credit hours accepted by the University All financial obligations must be met before the student will be issued their complimentary diploma Dissertation Completion Pathway The University’s mission is dedicated to assisting students in achieving their academic aspirations and helping them become valuable contributors to their community and profession. To support our mission, the University now offers a dissertation completion pathway for students who have successfully completed their doctoral coursework and achieved doctoral candidacy at a previous institution but were unable to complete their dissertation.  The University’s Dissertation Completion Pathway (DCP) offers a unique opportunity for students to complete their doctorate in one of the doctoral programs offered at the University (excluding the PhD-MFT and DNP). Students successfully meeting the entrance and application requirements will complete a minimum of 23 credit hours to earn their doctorate. Click for more information on the  Dissertation Completion Pathway.     Fundamental Competencies All PhD-OL students are required to demonstrate competency in these areas: Graduate-Level Research Methods Competency  – PhD-OL students are required to complete  BUS-7100   ,  BUS-7320   , and  BUS-7380    at the University Graduate-Level Statistics Competency  – PhD-OL students are required to complete the following two Statistics courses at the University:  BUS-7105    and  BUS-7106     Computer Competency  - Doctoral students are required to have computer skills necessary for completing a dissertation Students must be able to prepare documents using advanced word processing skills (e.g., creation of tables and figures, headers and footers, page breaks, tables of contents, hanging indents) Students must use computer programs for the statistical analysis of data (e.g., SAS) Students must produce a computer-based presentation (e.g., PowerPoint) for their dissertation oral examination. Time to Completion The University allows 7 years to complete all doctoral programs of 60 credits or less. The median time to completion for this program is 49 months. Time to completion varies depending upon the pace in which a student completes courses and the number of transfer credits accepted. As most students are working adults, balancing educational, professional, and personal commitments, our academic and finance advisors will work with you to develop a program schedule that works best for your needs. Students following the preferred schedule designed by the Dean for this program, and applying no transfer credits, can expect to finish in as little as 40 months. Dissertation Process Faculty assist each Doctoral candidate to reach this academic goal through a systematic process leading to a high-quality completed dissertation. A PhD-OL dissertation is a scholarly documentation of research that makes an original contribution to the field of study. This process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of the dissertation. A doctoral candidate must be continuously enrolled throughout the series of dissertation courses. Dissertation courses are automatically scheduled and accepted without a break in scheduling to ensure that students remain in continuous enrollment throughout the dissertation course sequence. If additional time is required to complete any of the dissertation courses, students must re-enroll and pay the tuition for that course. Continuous enrollment will only be permitted when students demonstrate progress toward completing dissertation requirements. The Dissertation Committee determines progress. Course Sequence The PhD-OL program may be completed in 60 credits. Additional credit hours may be allowed as needed to complete the dissertation research. If granted, additional courses will be added to the student degree program in alignment with the SAP and Academic Maximum Time to Completion policies. Students who do not complete their program in accordance with these policies may be dismissed. The PhD-OL is a 60-credit program comprised of 21 Foundations credits, 15 Research credits, 9 Elective credits, 3 Pre-Candidacy Prospectus credits, and 12 Dissertation credits. Required Foundational Courses must be taken first and in sequence. BTM-7101 - Doctoral Studies in Business SKS-7001 - Doctoral Comprehensive Strategic Knowledge Studies - Required Course for Entry Track Students  OLB-7002 - Building Organizational Capacity OLB-7004 - Theory and Practice of Organizational Leadership OLB-7005 - Ethical Leadership OLB-7006 - Communicating Change OLB-7007 - Leader as Coach/Consultant OLB-7008 - Executive Leadership Elective Course 1 Elective Course 2 Elective Course 3 BUS-7100 - Scholarly Literature Review BUS-7105 - Statistics I BUS-7106 - Statistics II BUS-7320 - Quantitative Research Design and Methodology BUS-7380 - Qualitative Research Design and Methodology CMP-9701L - Pre-Candidacy Prospectus DIS-9901A - Components of the Dissertation DIS-9902A - The Dissertation Proposal DIS-9903A - Institutional Review Board (IRB) and Data Collection DIS-9904A - The Dissertation Manuscript and Defense The PHD-OL allows students to select courses from a broad range of electives to fit their personal and professional goals. Students must complete a minimum of 9 credit hours at the 7000 or 8000 level for the elective requirements. Students may choose from courses across the University. PhD Award Ceremony - INSEAD PhD Graduates of 2024 Insead phd graduates of 2024. INSEAD and the PhD Programme proudly celebrate the remarkable accomplishments of this year's graduates. Accounting and Control “essays on esg information disclosure and dissemination”. Dissertation Committee Peter Joos (chair), Daniel Bens , Thomas Keusch , Fabrizio Ferri (University of Miami, Miami Herbert Business School) Jiatao Ding Technology and operations management, “emerging technologies in healthcare operations”. Dissertation Committee Michael Freeman (co-chair), Sameer Hasija (co-chair), Ville Satopää, Niyazi Taneri (University of Cambridge, Cambridge Judge Business School), Saša Zorc (University of Virginia, Darden School of Business) Richard Grice “on the network complexity of retail price competition”. Dissertation Committee Paulo Albuquerque (co-chair), Maria Ana Vitorino (co-chair), Abhishek Borah, Yufeng Huang (University of Rochester, Simon School) Ahmed Guecioueur “essays in finance”                           . Dissertation Committee Joël Peress (chair), Frederico Belo , Olivier Dessaint , Theodoros Evgeniou , Naveen Gondhi Freddy Lim (in absentia) Decision sciences, “consumer behavior on loyalty programs and implications for firm operations ”                           . Dissertation Committee So Yeon Chun (chair), Anil Gaba, Ville Satopää, Spyros Zoumpoulis Eric Yuge Lou Organisational behaviour, “bridging “passion gaps” at work: the cultivation and communication of passion and the mitigation of its dark side”                          . Dissertation Committee Li Huang (chair), Ella Miron-Spektor, Stefan Thau, Xiao-Ping Chen (University of Washington, Foster School of Business) Sanghyun Park “essays on micro-foundations of organizational learning”                        . Dissertation Committee Phanish Puranam (chair), Henning Piezunka, Phebo Wibbens, Linda Argote (Carnegie Mellon University, Tepper School of Business) “Microfoundational Studies of Corporate Social Goals” Dissertation Committee Vikas Aggarwal (co-chair), Ilze Kivleniece (co-chair), Nathan Furr, Jasjit Singh, Matthew Lee (New York University, The Leonard N. Stern School of Business) Kian Siong (KS) Tey “navigating moral rhetoric in organizations: implications for leaders, employees, and mediators”. Dissertation Committee Roderick Swaab (chair) , Stefan Thau, Eric Luis Uhlmann, Michael Schaerer (Singapore Management University, Lee Kong Chian School of Business) Our website has a lot of features which will not display correctly without Javascript. Please enable Javascript in your browser Here how you can do it: http://enable-javascript.com Enhancing Language Models with Structured Reasoning  The rapid growth in the areas of language generation and reasoning has been significantly facilitated by the availability of user-friendly libraries wrapped around large language models. These solutions often rely on the Seq2Seq paradigm, treating all problems as text-to-text transformations. While convenient, this approach faces limitations in practical deployments: brittleness when handling complex problems, the absence of feedback mechanisms, and an inherent black-box nature hindering model interpretability.  This thesis presents techniques to address these limitations by integrating structured elements into the design and operation of language models. Structure, in this context, is defined as the organization and representation of data in systematic, hierarchical, or relational ways, along with incorporating structural constraints into the learning and reasoning processes. These elements are integrated at different model development and deployment stages: training, inference, and post-inference. During training, we present techniques for training a graph-assisted question?answering model, and discovering orders that help in effectively generating sets as sequences. In the inference stage, we present techniques for incorporating structure by leveraging code as an intermediate representation. For the post-inference stage, we introduce methods that integrate a memory to allow the model to leverage feedback without additional training.  Together, these techniques demonstrate that conventional text-in-text-out solutions may fail to leverage beneficial structural properties apparent to model stakeholders. Incorporating structures in the model development process requires a careful look at the problem setup, but often relatively straightforward implementation can pay significant dividends—a little structure goes a long way.  We conclude by positing that the next generation of AI systems will treat LLMs as powerful kernels upon which flexible inference procedures can be built to enhance complex reasoning. This approach, driven by the concept of inference-time compute, has the potential to significantly improve the problem-solving capabilities of AI.   Degree Type Dissertation Language Technologies Institute Degree Name Doctor of Philosophy (PhD) Usage metrics Natural Language Processing 486 IMAGES -Organization of dissertation Dissertation Organizational Culture Sample The Three Ms of a Learning Organization (PDF) Organizational Learning and the Learning Organization (PDF) Organizational Learning as a Key Role of Organizational Success (PDF) The Relationship Between Leadership and Organizational Learning VIDEO Lecture 3: Approaches to Design Based on Different Models Organizational Learning What I Did for My I/O Psychology Thesis Recording: Best Practices in Measuring Organizational Learning Effectiveness Organizational Learning King Dissertation Oral Defense 2024 03 20 COMMENTS PDF The Impact of Organizational Learning Culture, Goal Orientation The Impact of Organizational Learning Culture, Goal Orientation, Managerial Effectiveness, and Psychological Empowerment on Employees‟ Workplace Learning A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Sunyoung Park IN PARTIAL FUFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY The impact of organizational learning culture, goal orientation The study found that organizational learning culture, learning goal orientation, managerial effectiveness, and psychological empowerment were positively related to workplace learning. ... University of Minnesota Ph.D. dissertation. June 2011. Major: Work and Human Resource Education. Advisor: Gary N. McLean. 1 computer file (PDF); x, 172 pages ... PDF The Effects of Learning Organization Practices on Organizational The Effects of Learning Organization Practices on Organizational Commitment and Effectiveness for Small and Medium-Sized Enterprises in Taiwan A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Chien-Chi Tseng PDF Organizational learning in a remote working environment Organizational learning is further aiming to institute a positive change regarding the collective's knowledge, cognition and actions, making the organization better equipped to face tomorrow's challenges (Lyman et al., 2019). Organizational learning and its flexibility have been especially important during the last two years. Dissertations Dissertations from 2010 PDF. An Exploration of Corporate Social Responsibility and Machiavellianism in Future Health Care Professionals, Sandra K. Collins. PDF. The Adoption of On-demand Learning in Organizations in the United States, Lianbin Cui. PDF. DIFFUSION OF TOBACCO DEPENDENCE EDUCATION IN DENTAL HYGIENE: TEN CASE STUDIES, Joan Mary ... PDF A Study of Organizational Learning in A University Efficiency ... organizational learning remain divergent (Barker Scott, 2011). The systems-based approach to conceptualizing organizational learning has become influential (Senge, 1990; Yang, Watkins & Marsick, 2004). Organizational learning can be theoretically associated with concepts of efficiency and continuous improvement initiatives underway in higher PDF Organizational learning: A practical approach on intra- and inter Organizational learning, which comprises these three processes, aims for improving an organization's performance. Hence, having an effective approach to organizational learning is crucial. In the literature, numerous guides, models and opinions on organizational learning exist, yet organizations struggle to learn from their experiences. PDF Dissertation Organizational Longevity As a Predictor of Organizational ORGANIZATIONAL LEARNING, ORGANIZATIONAL IDENTITY, ORGANIZATIONAL INNOVATION, AND FISCAL CONSERVATISM Submitted by Felix Weitzman ... For my daughter Sahvanna, this dissertation is dedicated to you. May you find joy in learning, your way, and carry forward the amazing life-sense that you have. Approaches for Organizational Learning: A Literature Review Abstract. Organizational learning (OL) enables organizations to transform individual knowledge into organizational knowledge. Organizations struggle to implement practical approaches due to the lack of concrete prescriptions. We performed a literature review to identify OL approaches and linked these approaches to OL theories. PDF Homepage Homepage - CMU - Carnegie Mellon University Educational and Organizational Learning and Leadership Dissertations Seattle University's Doctorate in Educational and Organizational Learning and Leadership ... Information regarding dissertations completed prior to 2020 can be found within the EOLL program's dissertation listings and copies of pre-2020 dissertations can be accessed through Lemieux Library and McGoldrick Learning Commons.. ScholarWorks @ SeattleU This Dissertation is brought to you for free and open access by the Educational and Organizational Learning and Leadership at ScholarWorks @ SeattleU. It has been accepted for inclusion in Educational and Organizational Learning and Leadership Dissertations by an authorized administrator of ScholarWorks @ SeattleU. ScholarWorks @ SeattleU Organisational learning in the University: a case study of change in Thesis (PhD) Qualification Level: Doctoral: Keywords: Organisational learning, change management, processual enquiry, knowledge management, higher education, complexity theory. Subjects: L Education > L Education (General) Colleges/Schools: College of Social Sciences > School of Education > Professional Learning and Leadership Organizational Learning in Libraries at For-Profit Colleges and This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been ... Organizational Learning Scores and Strategies Mentioned by Participant ..... 110 Table 7. Responses for the Supports for Professional Development Survey Question .. 111 Organizational Learning and the Learning Organization activities (of learning) in the organization, w hile learning organization is a form of organizat ion in itself" (Örtenblad, 2001, p.126). A similar dis tincti on is made by Tsang (1997, pp.74-5): PDF A Review of Literature on Organizational Learning, Entrepreneurial ... Organizational Learning and Innovation Performance: A Review of the Literature and the ... Journal articles, research studies, unpublished dissertations and books were reviewed. Review of the Organizational Learning Literature . The construct of organizational learning has been articulated for more than 40 years, and scholars have ... The effects of organizational learning culture and ... Crises cause delays in supply chain management with resulting changes to organizations' internal structures. The COVID-19 pandemic has deeply affected the global supply chain and, with it, the organizational structure of companies. This research discusses supply chain collaboration (SCC) by considering two important organizational competencies: organizational learning culture (OLC) and ... PDF THE IMPACT OF TRAINING AND DEVELOPMENT ON ORGANI- ZATIONAL ... The subject matter of this thesis work focuses on the impact of employees' training and development on organizational performance. It was inspired by the fact that some organizations do not seem to care about ... Training is effort initiated by an organization to foster learning among its workers, and development is Organizational Learning and the Learning Organization: A Dichotomy Despite the growing popularity of the term"organizational learning," writings on thetopic have little consensus in terms of definition,perspective, conceptualization, and methodology. ... Unpublished PhD dissertation, University of Illinois at Urbana-Champaign, 1981. DAFT, R. L., & WEICK, K. E. Toward a model of organizations as ... Organizational Learning: the Effects of Individual Learning Style and organizational learning: the effects of individual learning style and learning opportunities offered in organizations June 2004 DOI: 10.13140/RG.2.2.21366.80965 Find Dissertations Find dissertations on your research topic by searching for key terms in the abstracts of dissertations, or search for other dissertations from GW or from your advisor. Most dissertations have literature reviews, which can be very helpful to your own lit review. The database includes the full text of dissertations from 1997 to the present. Dissertations / Theses: 'Organizationnal learning' The main conclusions of this study are： 1.The stage of school organizational learning is progressive process . 2.The development of organizational learning activities answer the needs of school. 3.The pilot group helps promote school's organizational learning . 4.The old, firm member's intellect had thrown many obstacles in the way of ... Dissertation Information Additional dissertations can be searched for via Google and Google Scholar using "dissertation" with search terms. Dissertation Submission Graduating OLL students contact Jessica Mando, Digital Collections Librarian via email at [email protected] prior to graduation and submitting documents. Doctor of Philosophy in Organizational Leadership, PhD The Doctor of Philosophy in Organizational Leadership (PhD-OL) program is a research-based program designed to prepare leaders for positions in the private and public sectors by enhancing knowledge and competencies appropriate to a wide variety of leadership roles. ... the Ph.D. dissertation is a new contribution to the body of knowledge ... PhD Award Ceremony Dissertation Committee Michael Freeman (co-chair), Sameer Hasija ... "Essays on Micro-Foundations of Organizational Learning" Dissertation Committee Phanish Puranam (chair), Henning Piezunka, Phebo Wibbens, Linda Argote (Carnegie Mellon University, Tepper School of Business) Anna Szerb ... Enhancing Language Models with Structured Reasoning This thesis presents techniques to address these limitations by integrating structured elements into the design and operation of language models. Structure, in this context, is defined as the organization and representation of data in systematic, hierarchical, or relational ways, along with incorporating structural constraints into the learning ... assignment essay homework paper phd report resume review speech thesis