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dc.contributor.advisorKanervio, Pekka
dc.contributor.advisorHalttunen, Leena
dc.contributor.authorLaiho-Murdoch, Heli
dc.date.accessioned2016-05-28T23:27:17Z
dc.date.available2016-05-28T23:27:17Z
dc.date.issued2016
dc.identifier.otheroai:jykdok.linneanet.fi:1542310
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/49968
dc.description.abstractLaiho-Murdoch, Heli. 2016. Organisational learning in a Fusion School University of Jyväskylä. Department of Education. This empirical research examines organisational learning in a fusion-school development during the period of 2010 and 2012 by a case study approach of the phenomenon. This educational fusion is between two diverse countries; Finland and the United Arab Emirates. The background is Abu Dhabi’s education reform since 2003 and the Finnish outstanding educational experience and excellent PISA results. The originality value of this research is unique. This partnership is first of its kind in Finland, and has therefore notable interest value. Organisational learning manifesting in this type of education partnership fusion has not been researched before and to my true knowledge has not been reported elsewhere, so this study is significant. I was immersed into the empirical social-world of the process and the life as a participant observer. I chose five applicable theories that enable me to explain the organisational learning in school environments, open up organisational learning concepts via literature and examine the organisational learning in the fusion school. In the light of these theories I proceed to a deductive qualitative analysis of the phenomenon. Data was collected in team meetings, innovation workshops, staff meetings, in informal and semi-structured teacher interviews, teacher observations, and collegial discussions over two years. As organisational learning promote detection and correction of error and help avoiding behaviours that preserve status quo permitting proactive learning, embedding new knowledge, enabling school systems to renew or transform and balance continuity and change (Collinson & Cook, 2007, p. 45) this research will support the fusion regeneration process. The data reveals areas of professional development need to ensure organisational learning growth.en
dc.format.extent1 verkkoaineisto (125 sivua)
dc.language.isoeng
dc.rightsJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rightsThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.subject.otherorganisational learning
dc.subject.otherlearning organisation
dc.subject.othercommunity of learners
dc.subject.otherprofessional development
dc.subject.othersingle-loop and double-loop learning
dc.subject.otherstrategic learning cycle
dc.titleOrganisational learning in a fusion school
dc.identifier.urnURN:NBN:fi:jyu-201605292741
dc.type.ontasotPro gradufi
dc.type.ontasotMaster's thesisen
dc.contributor.tiedekuntaKasvatustieteiden tiedekuntafi
dc.contributor.tiedekuntaFaculty of Educationen
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.oppiaineMaster's Degree Programme in Educational Leadershipfi
dc.contributor.oppiaineMaster's Degree Programme in Educational Leadershipen
dc.date.updated2016-05-28T23:27:18Z
dc.rights.accesslevelopenAccessfi
dc.contributor.oppiainekoodi105
dc.subject.ysooppiva organisaatio
dc.subject.ysoorganisaatio
dc.subject.ysooppiminen
dc.subject.ysoyhteisöt
dc.subject.ysoammatillinen kehitys


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