Tag: Organizational learning and change,


Measuring classroom pedagogical transformations when “Educating for change”? A lesson from Singapore

By standards of international benchmarking tests, Singapore’s education system has been successful in making shifts needed to meet the emerging demands of the 21st century. Despite this recognition, locally, stubborn narratives of Singaporeans’ educational experiences as being primarily didactic and exam-focused persist, with official and public constructions of the “inadequate-Singaporean” being a prototypical fall-out of


Management Structure of Thailand Premier League by the Standard Criteria of the Asian Football Confederation

This research has the objective to study the managing of Ratchaburi Mitr Phol FC by the standard criteria of The Asian Football Confederation. The methodology of this research were following Define the conceptual framework from the related documents, The in-depth interview with the five responsible key informants by the standard criteria of The Asian Football


Faculty Competency Systems: An Empirical Case Study in Business School Education

In this paper we identified the faculty competencies in business schools and proposed the faculty competency framework and model based on the theory of (Wrsesniewski and Dutton, 2001) and (Foyol, 2000). Another objective of this study was to examine the role of faculty competencies in business schools and extend the theory of (Wrsesniewski and Dutton,


An Exploratory Study on the Relationship between Learning Networks and Organizational Identity

Organizational learning leads to distinctiveness of organizations, and distinctiveness is one of the criteria by which organizational members categorize groups. Organizational learning is the mechanism by which organizational identity becomes salient. Although research has made great efforts on organizational identity, few focus on between-level dynamics. This study adopts a network perspective of organizational learning, which