چکیده:
Aim: The purpose of this research was to study the relationship between organizational learning
and educational innovation. Methods: The population of this study was all faculty members in public
universities of Isfahan (1,745 persons) in the academic year 2011–2012. The sample size of the study,
312, was estimated by Cochran’s sample size formula, which has been selected using cluster random
sampling. To collect data standard questionnaire based on theory of Gomez et al. to organizational
learning and, researcher‑made questionnaire of educational innovation was used, which its content
validity was confirmed by supervisor and advisor as well as experts, and its reliability of questionnaire
of organizational learning was evaluated by Cronbach’s alpha coefficient, 89%, reliability of questionnaire
of educational innovation was evaluated by Cronbach’s alpha coefficient, 92%. Results: Obtained results
by Pearson correlation coefficient showed the significant relationship between organizational learning
and educational innovation and its dimensions. Obtained results from multi‑correlation coefficient and
step by step regression showed that the best predictor of educational innovation is system thinking,
transfer and integration of knowledge, openness, and experimentation. Conclusion: The effect of
organizational learning in educational policies and educational programs, and revised in accordance
with the conditions that caused curriculum the new education is inevitable. Requiring faculty members
to observe the educational innovations in the teaching process, integrated and convergent approaches
in the content of such postings education today.
خلاصه ماشینی:
An investigation on the relationship between organizational learning and educational innovation Mohammad Reza Nili, Ahmad Reza Nasr, Mohammad H Yarmohammadian1, Setareh Mousavi Department of Curriculum Planning, Isfahan University, 1 Department of Curriculum Planning, Health Management and Economics Research Center, Isfahan University of Medical Sciences, Isfahan, Iran Address for Correspondence: Dr. Setareh Mousavi, Department of Curriculum Planning, Isfahan University, Isfahan, Iran.
Results: Obtained results by Pearson correlation coefficient showed the significant relationship between organizational learning and educational innovation and its dimensions.
argued four factors to measure organizational learning including: (1) Management commitment, (2) system thinking, (3) openness and experimentation, and (4) transfer and integration of knowledge.
Brown and Bessant (2003) in study entitled "manufacturing strategy, mass customization and agile manufacturing capabilities in the development of small and medium enterprises" commitment of senior management to mobilize all personnel, working closely with customers and suppliers and partners, learning from the outside, development of a flexible workforce and culture for innovation, creativity and support efforts across organizational capabilities were identified.
In this model to be paid to research Management commitment aims System perspective content Openness and experimentation Organizational learning Educational innovation Teaching method Knowledge integration and Transfer Evaluation Figure 1: Preliminary model of research of link and effect fields of establishing organizational learning on educational innovation appearance possibility.
The results of Table 2 shows that correlation coefficient between dimensions of organizational learning (management commitment, system perspective, openness and experimentation, transfer and integration of knowledge) and educational innovation has been significant at level P ≥ 0.