Learning Culture Research Articles

Evaluating the Preparedness of Private Higher Education in Egypt to Transition towards Learning-Driven Organisations

Private Higher Education Institutions (PrHEIs) in Egypt has experienced significant growth in recent decades. This study aims to evaluate the preparedness of PrHEIs in Egypt to transition towards becoming Learning-Driven Organisations LDOs. The transition to a learning-driven model is imperative for institutions striving to enhance educational quality and adapt to evolving demands in a dynamic educational landscape. The research employs a qualitative mono-method approach, using in-depth interviews with key stakeholders in Egypt's PrHEIs. The sampling for this study comprises 15 heads of PrHEIs in Egypt, selected through purposive sampling to ensure representation across diverse institutional sizes and educational focuses. The qualitative research assesses institutional preparedness across critical dimensions such as leadership commitment, faculty development, curriculum delivery, and technology integration. Through semi-structured interviews, insights are gathered regarding perceptions, challenges, and strategies related to transitioning into LDOs. Findings from this study contribute valuable insights into the current state of institutional preparedness and inform recommendations for enhancing readiness to foster a culture of continuous learning and innovation in PrHEIs in Egypt. The outcomes of this research have implications for educational policy, institutional leadership, and strategic planning in the context of educational transformation. Keywords: Organisational Learning, Leadership commitment, Faculty development, Curriculum delivery, Technology integration, and Student satisfaction, Private Higher Education, Egypt

Impact of Knowledge Management Strategies on Innovation Performance in Small and Medium Enterprises (SMEs) in Rwanda

Purpose: The aim of the study was to assess the impact of knowledge management strategies on innovation performance in small and medium enterprises (SMEs) in Rwanda. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study indicate that effective knowledge management practices within SMEs positively influence innovation performance, leading to enhanced competitiveness and sustainable growth. Implementing knowledge management strategies such as knowledge sharing, creation, and utilization facilitates idea generation, problem-solving, and product/service development. Furthermore, fostering a knowledge-sharing culture among employees promotes collaboration, learning, and creativity, thus fueling innovation within SMEs. Additionally, leveraging technology platforms and tools for knowledge management facilitates seamless information exchange, retrieval, and utilization, further enhancing innovation capabilities. Implications to Theory, Practice and Policy: Resource-based view, social capital theory and dynamic capabilities theory may be used to anchor future studies on assessing the impact of knowledge management strategies on innovation performance in small and medium enterprises (SMEs) in Rwanda. SMEs should prioritize investments in knowledge management initiatives aimed at fostering a culture of innovation, collaboration, and continuous learning within the organization. Policymakers should develop supportive frameworks and incentives to encourage SMEs to invest in knowledge management initiatives.

Evaluating the Preparedness of Private Higher Education in Egypt to Transition towards Learning-Driven Organisations

Private Higher Education Institutions (PrHEIs) in Egypt has experienced significant growth in recent decades. This study aims to evaluate the preparedness of PrHEIs in Egypt to transition towards becoming Learning-Driven Organisations LDOs. The transition to a learning-driven model is imperative for institutions striving to enhance educational quality and adapt to evolving demands in a dynamic educational landscape. The research employs a qualitative mono-method approach, using in-depth interviews with key stakeholders in Egypt's PrHEIs. The sampling for this study comprises 15 heads of PrHEIs in Egypt, selected through purposive sampling to ensure representation across diverse institutional sizes and educational focuses. The qualitative research assesses institutional preparedness across critical dimensions such as leadership commitment, faculty development, curriculum delivery, and technology integration. Through semi-structured interviews, insights are gathered regarding perceptions, challenges, and strategies related to transitioning into LDOs. Findings from this study contribute valuable insights into the current state of institutional preparedness and inform recommendations for enhancing readiness to foster a culture of continuous learning and innovation in PrHEIs in Egypt. The outcomes of this research have implications for educational policy, institutional leadership, and strategic planning in the context of educational transformation. Keywords: Organisational Learning, Leadership commitment, Faculty development, Curriculum delivery, Technology integration, and Student satisfaction, Private Higher Education, Egypt

Managing workplace interpersonal conflicts: Harnessing employees’ emotional intelligence and organizational learning

Purpose The present study explores the need to strengthen the organizational learning culture to aid constructive conflict management through high levels of employees’ emotional intelligence. Design/methodology/approach In the current study, with relevant support from the literature, the authors review the need to develop a high degree of emotional intelligence through knowledge acquisition, sharing and utilization for constructive conflict management in the workplace. Findings Emotional intelligence significantly aids employees in integrating newly obtained information with the organization’s established processes. Individuals with a high degree of emotional intelligence possess the aptitude to deal with dysfunctional task, process, and relationship conflicts with a centralized focus on organizational learning. Originality/value The authors have proposed a learning model which indicates that individuals with a high degree of emotional intelligence possess the aptitude to deal with dysfunctional task, process and relationship conflicts. With a focus on organizational learning, the model can aid managers in developing training initiatives for knowledge acquisition, knowledge sharing and knowledge utilization among employees.

Technology and growth in the South African mining industry: An assessment of critical success factors and challenges

The mining industry has yet to fully accept and embrace the strategic role of technology and innovation in successful business planning and execution. In this study, we empirically determine the factors that influence acceptance of technology solutions in the mining industry in South Africa, assess critical success factors influencing adoption of advanced technology in the South African mining industry, and explore challenges faced by the mining industry in South Africa in adopting advanced technology in its operations. Thematic content analysis is employed in the data analysis. Results show that critical success factors to the adoption of mining technology include learning culture, knowledge sharing, high labour costs, and behaviour of other firms in the industry; commonly identified challenges include inadequate engagement with external stakeholders, uncertainties, the cyclical nature of the sector, and high risk related to the adoption of unproven technology and performance systems focused on volumetric production. The study encourages mining companies to implement usage of technology. This can be properly done through regular engagement with the Minerals Council South Africa.

Organizational learning in surgery in Tanzania's health system: a descriptive cross-sectional study.

Organizational learning is critical for delivering safe, high-quality surgical care, especially in low- and middle-income countries (LMICs) where perioperative outcomes remain poor. While current investments in LMICs prioritize physical infrastructure, equipment, and staffing, investments in organizational learning are equally important to support innovation, creativity, and continuous improvement of surgical quality. This study aims to assess the extent to which health facilities in Tanzania's Lake Zone perform as learning organizations from the perspectives of surgical providers. The insights gained from this study can motivate future quality improvement initiatives and investments to improve surgical outcomes. We conducted a cross-sectional analysis using data from an adapted survey to explore the key components of organizational learning, including a supportive learning environment, effective learning processes, and encouraging leadership. Our sample included surgical team members and leaders at 20 facilities (health centers, district hospitals, and regional hospitals). We calculated the average of the responses at individual facilities. Responses that were 5+ on a 7-point scale or 4+ on a 5-point scale were considered positive. We examined the variation in responses by facility characteristics using a one-way ANOVA or Student's t-test. We used univariate and multiple regression to assess relationships between facility characteristics and perceptions of organizational learning. Ninety-eight surgical providers and leaders participated in the survey. The mean facility positive response rate was 95.1% (SD 6.1%). Time for reflection was the least favorable domain with a score of 62.5% (SD 35.8%). There was variation by facility characteristics including differences in time for reflection when comparing by level of care (P = .02) and location (P = .01), and differences in trying new approaches (P = .008), capacity building (P = .008), and information transfer (P = .01) when comparing public versus faith-based facilities. In multivariable analysis, suburban centers had less time for reflection than urban facilities (adjusted difference = -0.48; 95% CI: -0.95, -0.01; P = .046). Surgical team members reported more positive responses compared to surgical team leaders. We found a high overall positive response rate in characterizing organizational learning in surgery in 20 health facilities in Tanzania's Lake Zone. Our findings identify areas for improvement and provide a baseline for assessing the effectiveness of change initiatives. Future research should focus on validating the adapted survey and exploring the impact of strong learning environments on surgical outcomes in LMICs. Organizational learning is crucial in surgery and further research, funding, and policy work should be dedicated to improving learning cultures in health facilities.

Developing corpus literacy: A perspective of Latgalian language and cultural studies

ABSTRACT Corpus literacy has been described as the ability to use the technology of corpus linguistics to investigate language and enhance the language development of students. In recent decades, text and speech corpora for regional and lesser-used languages have increasingly been created, and they are considered an important resource of authentic texts for language and culture studies and learning. The Modern Latgalian Text Corpus (MuLa 2022) and the Modern Latgalian Speech Corpus (MuLaR) are, in this sense, available for researchers, learners and teachers of Latgalian. Researchers, teachers, and students as potential discoverers of language and culture often lack knowledge, skills and practice to work with language corpora. The purpose of this article is therefore to discuss the opportunities of using Latgalian language corpora in language and culture education. In this vein, we call for the development of corpus literacy of researchers and teachers as part of their professional development. In support of this call, we offer suggestions on how to facilitate students’ cultural awareness and foster their proficiency in the Latgalian language through language corpora. These recommendations aim to enrich both the research and teaching of language (socio-onomastics in a cultural context) and culture (folklore concept) with the help of corpus tools.

A COMPREHENSIVE ANALYSIS OF COMPETENCY AND TRAINING PERSPECTIVES AMONG AIR TRAFFIC CONTROLLERS

The aim of the study was to examine air traffic controllers’ perspectives on competency, performance, and training. Analysing data from 182 participants, the results revealed a strong focus on competency with the controllers actively evaluating their skills. Notably, the experienced controllers (19+ years) displayed a heightened commitment to continuous learning, reflected in their higher participation in individual training and perception of its value for their career goals and adaptation to the evolving aviation industry. Competency-based training programs also received positive feedback across experience levels, highlighting their potential effectiveness. Moreover, training was universally perceived as key to performance throughout careers. These results highlighted the importance of fostering a culture of continuous learning within air traffic control (ATC) communities. Aviation authorities can support this by providing diverse training opportunities, including individual and competency-based programs. Future research should continue investigating the impact of technological advancements and AI/machine learning on ATC competencies, the effectiveness of competency-based training programs, and the role of individual training in competency development, ultimately ensuring the vital role of air traffic controllers in aviation safety.

Influence factors and research on higher vocational students' reluctance to advance to higher education based on random forest and structural equation modelling

This study aims to explore the key factors influencing Chinese higher vocational students' reluctance to pursue higher education. By combining two analytical methods, Random Forest and Structural Equation Modeling, the study targeted students enrolled in Guangdong Finance and Trade Vocational College, designed a questionnaire containing various aspects such as study habits, self-perception, and internship experience, and collected 107 samples for analysis. The study found that students' personal intention to pursue higher education was the most critical factor influencing whether they chose to continue their studies, followed by the evaluation of their own learning ability and economic considerations. In addition, family cultural resources and learning environment also influence students' attitudes towards further education to a certain extent. The study also reveals the effects of the positive interaction between personal factors and family cultural resources support, and the negative interaction between personal factors and economic factors on the intention to pursue higher education. Based on these findings, the article presents recommendations for the school, family, and social levels to promote higher education students' willingness to pursue higher education and educational equity.

Formation Fit for Purpose: Empowering Religious Educators Working in Catholic Schools

The purpose of this paper is to provide curriculum support to religious educators working in Catholic schools. The paper provides a practical response to research advocating serious attention be given to religious educators because they are at the “coalface” of Catholic education, increasingly confronted by content and policy decisions, the diverse values and needs of their students, and other competing cultural and social challenges. Religious educators play a significant role in the evangelising mission of the Catholic Church as interpreters of Scripture and Tradition and can positively or negatively influence the quality of their students’ learning and its application. Entitled RECALL, the support offered to religious educators in this paper is research-led and utilises educational, standards-based principles. It is a community-minded approach that aims to build religious literacy and deepen the religious educators’ awareness and connections to the legacy of the Catholic Faith Tradition. The desired outcome is to inspire evidence-based conversations encompassing faith and reason, the perceived value and reality of the identity and mission of the Catholic Church, and its impact on Catholic culture and education. Intended to enhance rather than replace existing professional formation, the approach has structures, pedagogical processes, and practices that draw from a set of overarching theoretical considerations. Furthermore, the approach employs three guiding questions for categorising and analysing Catholic content. The questions are: (i) “Who are we as Catholics and what is our mission?” (ii) “What do we believe?” and (iii) “How do we practice?” The proposed curriculum support to religious educators may foster a culture of learning in Religious Education that is focused on improving and progressing the quality of educational outcomes for students. The premise is that if religious educators are supported to engage with the great Gospel narrative, their students may do the same.

Application Of The Make A Match Type Cooperatif Learning Model In Improving Arts And Culture Learning Outcomes For SMPN 07 Woja Students

The results of this research are descriptive efforts to improve arts and culture learning outcomes by using the make a match type cooperative learning model for class VII students at SMPN 07 Woja. This research uses a classroom action research (PTK) design. Implementation of PTK actions is carried out in several periods or cycles. The data collection methods used include the observation method, listening method, questionnaire method and documentation method. Based on the research results, it shows that there is an increase in arts and culture learning outcomes using the make a match learning model for class VII students at SMPN 07 Woja which occurs starting from pre-action, cycle I and cycle II. The pre-action results showed that the average score reached 68.10 and was at a percentage of 34.48%. After taking action in cycle I, the average score increased to 77.06 and was included in the criteria of 68.96%. In cycle II the average arts and culture score increased again to 81.29, which is in the very good criteria with a percentage of 82.75%. This shows that the use of the make a match learning model carried out in each cycle was successful in achieving the expected success indicators.

Practical and ethical challenges in co-producing technology for good in justice settings

In this article, we reflect critically on the role of digital technology in supporting desistance from crime, and the process and outcomes of co-producing digital resources in that context. Drawing on concepts of social harm, and co-production (or “working-making-doing together”), we consider the risks of digital technology perpetuating coercive aspects of the justice system. We advocate for the conscientious inclusion of people with lived experience of criminalisation in the design, implementation, and evaluation of technology that supports desistance as one way of mitigating such risks. People’s lived experiences can attune them to underlying harms in the design and use of digital tools in the justice system and help safeguard future users of that technology. We also acknowledge the costs, risks, and complexities of this work. For instance, co-production may give permanence to voices and stories of lived experiences with both the power to inspire and promote desistance and the potential to reproduce or reinforce stigma and exclusion. We reflect on such ethical complexities by considering whose needs are served in co-producing technology to support desistance. We conclude by suggesting that the recruitment and promotion of experts by experience within justice organisations can help to create a learning culture where there is a heightened awareness of user experience and potential harms in the design, implementation, and evaluation of justice technology. Please note, this paper provides the authors’ reflections on co-producing technology that supports desistance. It is not intended to set out HMPPS policy on digital rehabilitative services or co-production methods. It is written in conversation with a colleague/interlocutor with lived experience of criminalisation and imprisonment, who remains anonymous here for various reasons and to whom the article is dedicated.

The Key To Operational Success: Analysis Of The Influence Of Work Motivation And Competence On Employee Performance At Surya Agung Jaya. Cv

This study aims to analyze the influence of work motivation and competence on employee performance in Surya Agung Jaya. CV, a packaging and paper box printing company. This study uses a quantitative research method with a focus on work motivation, competence, and employee performance. Data collection was carried out through interviews and questionnaires, with a sample of 150 employees using the saturated sampling method. The results of the study show that work motivation and competence have a significant positive influence on employee performance in Surya Agung Jaya. CV. Findings show that increased motivation and competence can have an impact on improving employee performance in the company. In addition, the study showed that work motivation directly affects employee performance, with higher levels of motivation correlated with improved performance. Based on the results of the research, recommendations for Surya Agung Jaya are proposed. CV as follows: implement strategies to increase employee work motivation, provide training and development programs to improve employee competencies, foster a culture of continuous learning and improvement in the organization, conduct regular performance evaluations, and encourage open channels of communication and feedback. This study offers a reference point for future researchers to develop these findings in their research and contribute to the theory and practice of employee performance development.

The Inheritance and Integration of Chinese Traditional Culture in College English Teaching and Learning

In the context of globalization, the integration of traditional Chinese culture in university English teaching is particularly important. This paper discusses the value of inheriting and integrating traditional Chinese culture in university English teaching, including enhancing students’ sense of cultural identity, cultivating students' cultural appreciation, enriching the content of English teaching as well as promoting cultural innovation and development. At the same time, corresponding strategies are proposed, such as integrating traditional cultural elements with curriculum content, adopting diversified methods to feel the charm of traditional culture, using scientific and technological means to enrich traditional cultural resources, organizing practical activities to enhance the awareness of cultural inheritance, and enhancing teachers’ qualifications to optimize the path of cultural inheritance. The implementation of these strategies will help to effectively inherit and integrate traditional Chinese culture into university English teaching, cultivate students’ intercultural communication skills, and promote the inheritance and development of excellent traditional Chinese culture.

From Traditional to Digital: Children’s Learning of Traditional Chinese Culture Through Festival-Related Storytelling

Multimedia technology is a potentially efficient supplementary storytelling strategy. However, the effectiveness of multimedia storytelling for teaching about traditional festivals is unknown. We compared the effects of traditional storytelling (TST) and multimedia digital storytelling (MDST) on learning achievements, attitudes, and preferences towards studying traditional Chinese festivals. A quasiexperimental intervention (8-week lessons about two festivals) was conducted with experimental and control groups of 58 third graders from Guangdong Province, China. We found MDST increased children’s learning outcomes and preferences towards learning about Chinese festivals. The MDST group showed larger gains in academic performance than the TST group–although they showed similar positive effects, they were more pronounced in the MDST group. Overall, MDST has substantial potential learning benefits, and multimedia digital technology can effectively stimulate students’ interest in learning about Chinese traditions and culture. The implications of using MDST for traditional culture and festival education and future research recommendations are discussed.

THE IMPACT OF ICT EDUCATION ON GDP EVOLUTION AT LOCAL LEVEL. A ROMANIAN CASE STUDY

Purpose – This article focusses on the impact generated on GDP growth by the number of graduates in the ICT domain of Romanian counties in the period 2014–2020. Research methodology – We have collected the number of ICT graduates, the GDP per inhabitant in EUR per Romanian county, the number of ICT employees, the number of information service activities employees from the National Institute of Statistics (Romania) and Eurostat. Additionally, we consolidate the correlation matrix and regression analysis for previous statistics indicators. Findings – We have revealed a strong correlation (85,77%) between the number of ICT graduates and the GDP per inhabitant in EUR per Romanian county, and very strong correlations between the number of ICT graduates and the number of ICT employees (94,80%) and the number of employees of information service activities (97,38%). Research limitations – The data set from the National Institute of Statistics (Romania) does not contain entries for every county, due to its statistical methodology, and other socioeconomic phenomena which contribute to the development of the ICT field were just enumerated, such as natality, immigration, and emigration. Practical implications – The study revealed that investment in ICT education (number of graduates) contributes to the local prosperity of communities, counties, and, in general, at the national level as GDP growth. Romanian government can utilize the outcomes of this paper to engage additional resources, funds from Ministry of Education, to develop a long-lived learning culture of ICT skills for the entire population. Originality/Value – The article methodologically highlights the most important ICT hubs in Romania, which are correlated with the existence of an ICT educational infrastructure (high schools and universities) and the measure of impact on GDP growth for the number of highly skilled graduates in the ICT domain. The selected national and European indicators contributed to the novelty of this study.

Challenges and Strategies for Implementing Education Management in the Digital Age: A Review of Curriculum Innovation and Development

The digital age not only transforms the way we learn but also undergoes changes in educational system management. In an environment influenced by globalization and technological advancements, educational institutions must adapt to more adaptive and innovative models. Educational managers must continually update their strategies and practices to remain relevant and effective in delivering quality education. The importance of educational inclusion in the digital era takes center stage. Despite technology opening access to educational resources for many individuals, challenges remain in ensuring equal access for all, including those in remote areas or with special needs. Therefore, educational management in the digital age must consider the need for justice and inclusion in providing educational services. In the context of higher education, universities are also faced with the demand to prepare graduates with skills relevant to the ever-changing job market. The development of relevant curricula, project-based learning, and partnerships with industries become primary focuses. Cybersecurity challenges also take top priority, given the vulnerability of educational institutions to cyberattacks. It is important to acknowledge that implementing educational management in the digital age also involves cultural and mindset changes within educational institutions. Educational leaders must become progressive change agents and be open to innovation. By fostering a culture of collaboration, experimentation, and continuous learning, the educational environment can become dynamic and responsive to present and future challenges.

Is virtual learning still virtually satisfactory in the post-COVID-19 era for pre-service teachers?

The planned global migration to the Fourth Industrial Revolution (4IR) and the unplanned incidence of the COVID-19 pandemic have necessitated the indispensability of virtual learning adoption in tertiary institutions. The success of virtual learning is premised on many factors, including the quality of virtual learning platforms (VLPs) and users' satisfaction. This study, therefore, examined the association between VLPs and pre-service teachers (PST) satisfaction in the post-COVID-19 era. The study adopted a quantitative design using multi-stage sampling to select 200 final-year students in education faculty. The analytical methods used were Pearson product-moment correlation and independent t-test using SPSS version 29 statistical software. The findings indicated a moderately positive link between the quality of virtual learning platforms and pre-service teachers’ satisfaction. However, satisfaction levels differed based on the gender of the participants. This study recommends a regular collection of feedback from the students to identify where there are hitches; higher institutions should consider creating a quality assurance department for monitoring and evaluation of the institutions' virtual learning; and training and retraining of students and instructors are essential for the update of knowledge as the new technologies continue to emerge. The uniqueness of this study is in the appraisal of pre-service teachers’ knowledge and satisfaction after the COVID-19 experience. There is no iota of doubt that pre-service teachers who are preparing to be engaged in different schools need to imbibe the culture of virtual learning. Therefore, further studies must be conducted on the best way to make virtual learning attractive.

Design and performance assessment of improved evolutionary computing based LEACH protocol for energy efficient and lifetime extension of wireless sensor network

The strengths of a Memetic Algorithm and an enhanced Low-Energy Adaptive Clustering Hierarchy (LEACH) protocol are combined in this research study to propose a revolutionary method for improving the energy efficiency and longevity of Wireless Sensor Networks (WSNs). WSNs are widely used for a variety of applications, including industrial automation, healthcare, and environmental monitoring, where extending network lifetime and energy conservation are crucial. Although successful, conventional clustering algorithms like LEACH feature subpar cluster formation and premature cluster head failures. To get over these restrictions, a memetic algorithm is used to maximize cluster formation and reduce energy usage. This algorithm was influenced by natural evolution and cultural learning processes. The Memetic Algorithm iteratively improves the LEACH protocol in the proposed technique by enhancing dynamic clustering, energy-aware routing, and cluster head selection. These methods work together to increase energy efficiency and lengthen the life of the network. In comparison to conventional LEACH-based WSNs and other cutting-edge algorithms, the paper’s study of the simulation results shows how successful the suggested technique is. In light of network longevity, energy use, and data transmission efficiency, the results obtained demonstrate notable improvements.

Fostering Organizational Resilience through Agile Leadership: A Comparative Study Analysis

In an increasingly volatile and uncertain business landscape, organizational resilience has become a critical factor for long-term success. This study aims to explore the role of agile leadership in fostering organizational resilience through a comparative analysis of various organizational contexts. The research employs a mixed-methods approach, combining quantitative surveys and qualitative case studies to investigate the relationship between agile leadership practices and organizational resilience. Data were collected from multiple organizations across diverse industries, including responses from leaders, employees, and key stakeholders. The quantitative component utilized validated scales to measure agile leadership dimensions and organizational resilience indicators, while the qualitative component involved in-depth interviews and document analysis to gain deeper insights into the lived experiences and best practices. The findings reveal a significant positive correlation between agile leadership practices, such as adaptability, innovation, and collaborative decision-making, and enhanced organizational resilience. Effective agile leaders cultivate a culture of continuous learning, encourage experimentation, and empower teams to respond swiftly to changing circumstances. However, the study also highlights challenges in implementing agile leadership, including resistance to change, hierarchical structures, and organizational silos. The research concludes that agile leadership is a critical enabler of organizational resilience, equipping organizations with the agility and flexibility to navigate disruptions, seize opportunities, and thrive in an ever-changing business environment. It recommends the integration of agile leadership principles into organizational strategies, talent management practices, and leadership development programs.