ENTREPRENEURSHIP ORIENTATION, ORGANIZATIONAL LEARNING AND INNOVATION PERFORMANCE (STUDIES ON SMEs IN WEST JAVA)

Organizational learning is a learning activity in organizational processes through interaction with the environment that encourages organizations to better integrate knowledge. Through a series of strategies, the development of organizational learning needs to be done to provide a competitive advantage for the organization. This study offers the concept of organizational learning as mediating the relationship between entrepreneurial orientation and innovation performance in online businesses in West Java. In addition, this study aims to analyze the constructs used to build innovation. The sample of this research is 185 MSME owners in West Java. Quantitative studies were selected using the Structural Equational Modeling (SEM) analysis tool. The results of this study indicate that organizational learning is able to bridge the research gap between entrepreneurial orientation and innovation performance. The findings of this study prove empirically that entrepreneurial orientation through learning organizations can maximize the results of innovation performance in online businesses in West Java. This research is limited to online-based small and medium enterprises in West Java

An Organizational Model of Online Learning in the Pandemic Period: Comparison with Traditional Face-to-Face Learning

The COVID-19 pandemic has led to a paradigm shift in educational systems. During the lockdown, higher education became digital. This caused a change in communication within the educational ecosystem. Relational coordination (RC) is a communication and relationship model associated with the improvement of organizational results. Therefore, the objective of this research is to build an organizational model of online learning applied during the pandemic period and compare it with the previous face-to-face learning. A sample of 2774 students from two Ecuadorian universities was selected. A two-stage methodology was applied: First, an organizational model of online learning was built using multivariate methods. The RC model was linked to student satisfaction using generalized linear models (GLM). In the second stage, the organizational differences between the 2018 face-to-face and the 2020 online learning were identified. Finally, the online learning model was validated with external data. The components associated with a higher level of RC were institutional cooperation, institutional problem-solving, and administrative communication. Administrative communication lost importance in the online model. Significant differences between the satisfaction of the two models were not found. Nevertheless, since online learning was not associated with an improvement in satisfaction, the creation of a third educational model that combines the best practices of online and face-to-face learning in a hybrid system could be an alternative that improves the satisfaction of students

The importance of ‘goodness of fit’ between organizational culture and climate in the management of change: a case study in the development of online learning

This paper explores the nexus between organizational culture and organizational climate in the management of change by presenting a case study wherein an Australian regional university is currently undertaking the development of online courses. Important consideration is given to the complementary roles of culture and climate in managing organizational change. The single most important determinant of success is strong, committed senior management whose task is to articulate the organization's new vision and the manner in which it reshapes the organization's culture. At another level the climate of the organization as reflected in the systems that facilitate people's work (including policies, procedures, rewards and communication) must mesh with the new culture if organizational change is to proceed smoothly. This paper discusses the interactive nature of these two powerful organizational variables. The case study draws on the experiences of a school of academics acting as developers and deliverers of online initiatives and a number of concerns are raised that threaten the goodness of fit between the culture and climate of the organization. Policy issues requisite to the successful delivery of online courses are identified and discussed. The most contentious issue revolves around the question of ownership. Many academics, accustomed to exercising autonomy with respect to determining appropriate learning strategies, openly resisted the role the Information Technology department of the university assumed in making decisions that are often seen as having pedagogical overtones. To the extent that transactional issues such as these detract from the climate of the organization, they prevent academics from performing to their full potential. It is concluded that the climate of the organization, if properly managed, contributes to an enduring organizational culture which in turn is better able to deal with the inevitability of change and face the challenges that initiatives such as online education bring

Incorporating Online Instruction in Academic Libraries: Getting Ahead of the Curve

A sea change in higher education is shaping the way many libraries deliver instruction to their students and faculty. Years of technological innovation and changes in the way that people discover and use information has made online instruction an essential part of a library\u27s teaching and learning program. In order to evaluate our library\u27s online instruction program and to determine its future goals, we analyzed the technology, pedagogical models, organizational structures, administrative supports, and partnerships we would need in order to succeed. Our findings may be useful for libraries reassessing their own online instruction programs

The Organizational Structures of Instructional Design Teams in Higher Education: A Multiple Case Study

This study investigated how organizational structures influence leadership over online learning initiatives for dedicated instructional designers in higher education. A qualitative research method was used for within-case analyses for 3 individual universities and a comparative case analysis of all 3 studied institutions. Purposive sampling was used to identify each university that participated and operated within 1 of 3 organizational structure profiles. Data were collected through document analysis and semistructured interviews with participants in 3 key roles at each institution: dedicated instructional designer, online faculty member, and online learning administrator. The organizational structure that most positively influenced the ability for dedicated instructional designers to lead online learning initiatives was a centralized instructional design team with academic reporting lines. The results showed that decentralized dedicated instructional designers experienced significant disempowerment, role misperception, and challenges in advocacy and leadership, while dedicated instructional designers with administrative reporting lines experienced a high level of role misperception specifically related to technology support. Positional parity between dedicated instructional designers and faculty, in conjunction with implementation of the recommended organizational structure, was found to be critical to empowering designers to be partners and leaders. Several recommendations were produced: (a) instructional design teams should proportionally match the size of the university to ensure that they have time and opportunity to act as leaders in online learning initiatives, (b) dedicated instructional designers should participate or lead online program design initiatives, and (c) leaders of instructional design teams should have direct knowledge or experience with instructional design and online learning. Keywords: instructional design, organizational structure, leadership, qualitative methods, higher education, online learnin

Organizational Learning in Libraries at For-Profit Colleges and Universities: A Mixed-Methods Analysis

Despite successful application of organizational learning to enhance services in academic libraries, little is known about organizational learning in libraries of for-profit colleges and universities (FPCUs). A quantitative online survey, followed by qualitative interviews, served to assess and explore the use of organizational learning in libraries at FPCUs. Data reflected medium to high levels of organizational learning in the libraries studied, as well as a negative relationship between organizational learning and number of students enrolled. Common themes in the interview responses included external pressures from the FPCUs making it more difficult to implement organizational learning, and the importance of communication

Organizational Learning in Libraries at For-Profit Colleges and Universities

Despite successful application of organizational learning to enhance services in academic libraries, little is known about organizational learning in libraries of for-profit colleges and universities (FPCUs). A quantitative online survey, followed by qualitative interviews, served to assess and explore the use of organizational learning in libraries at FPCUs. Data reflected medium to high levels of organizational learning in the libraries studied, as well as a negative relationship between organizational learning and number of students enrolled. Common themes in the interview responses included external pressures from the FPCUs making it more difficult to implement organizational learning, and the importance of communication. Organizational learning is an important process for academic libraries, leading to creating lasting changes, and enhanced effectiveness and innovation for the library. These benefits are particularly impactful in the libraries of FPCUs, where more students in the United States are turning for their education than ever before. The results of this study showed that, on average, the organizational learning capacity of libraries at FPCUs was at the medium level. However, organizational learning capacity at the high level is necessary for the flexibility and innovation required in today\u27s environment. Library leaders, therefore, should be aware of the factors that contribute to organizational learning, as well as strategies to increase organizational learning in their libraries. The poster will focus on results from the study, as well as research-backed strategies for increasing the organizational learning capacity of any library environment

Asynchronous Network Discussions as Organizational Scaffold Learning: Threaded vs. Flat-Structured Discussion Boards

Threaded and flat-structured discussions to support online learning present online educators with new and challenging dilemmas. Both formats apply different interfaces, structures and require different organization techniques for presenting postings which may affect the ways students participate. Both formats may impact online learning differently in terms of the organizational scaffold of learning. The purpose of this study was to examine experiences of online students and compare the impact that threaded and flat-structure discussion boards exerted on learning. This study concluded that both formats critically enhanced and inhibited students’ online discussions. Both formats may empower discussion participants differently and with strategic design, can engage learners in more meaningful, deeper and higher order of thinking. To argue that one is better or more effective than the other or to dispute that educators should seek the potential of applying one tool to replace the other is inappropriate. This study proposes that learners should shift their roles from online learners to “network” learners, while instructors should shift their instruction paradigms from online discussions to “network” discussions. Educators should empower network learners to define the organizational scaffolding of their network learning structures and environments. Effective network instructional strategies for network discussions are recommended

ORGANIZATIONAL LEARNING CULTURE AS MODERATOR ON THE RELATIONSHIP BETWEEN TRANSFORMATIONAL LEADERSHIP AND AFFECTIVE COMMITMENT

The aim of this study is to investigate the effect of organizational learning culture as moderator on the relationship between transformational leadership and affective commitment. Framework in this study use Social Exchange Theory to explain the moderation effect and we argue that the relationship between transformational leadership and affective commitment is strengthened by organizational learning culture. Data were collected by administering questionnaires to the respondents using both offline and online survey on employees from startup companies in Indonesia (N = 73). This study using self-report method and data were analyzed using Hayes’ PROCESS macro on SPSS software. Results showed that organizational learning culture moderated the relationship between transformational leadership and affective commitment, such that the relationship was increased when organizational learning culture was high than when organizational learning culture was low. Moreover, theoretical and practical implications are given to improvement of employees’ affective commitment

The Effect of Technostress on the Motivation to Teach Online in Higher Education Before and During the COVID-19 Pandemic: Perceptions of Business Faculty

This study investigated the relationships among technostress creators (techno-complexity, techno-insecurity, techno-invasion, techno-overload, and techno-uncertainty) on the motivation to teach online using the Motivation to Teach Online – Faculty Version scale. Data were collected from faculty members of the Management and Organizational Behavior Teaching Society (MOBTS), a member of the AACSB Business Education Alliance, and the American Society of Business and Behavioral Sciences (ASBBS), an interdisciplinary professional organization comprised of faculty teaching in accounting, finance, management, marketing, organizational behavior, and computer information systems early 2020 (N = 307). The findings indicated that techno-stressed faculty are less motivated to teach online. Techno-insecurity and techno-overload subconstructs were statistically significant pre-pandemic. Techno-insecurity was statistically significant during the pandemic. Gender and years of teaching online were not observed among faculty to modify online teaching motivations. Results are presented to supply institutions of higher learning with evidence to support faculty with online learning undertakings while leveraging opportunities to manage enrollment