Although the Dimensions of the Learning Organization Questionnaire (DLOQ) has been widely accepted by the HRD community, it has not been tested in a startup context for reliability. The purpose of the current study is to explore if the DLOQ is a reliable instrument for startups to help them be more successful. The current study seeks to address some of the questions, which have been posed by previous researchers. The study utilizes a mixed-method design applying Cronbach alpha values to check the reliability of the instrument in a startup learning environment, with more than 600 participants and 42 startup businesses at a university in the Mountain West. The study uses objective financial measures for startup firms to explore the correlation between the seven dimensions of the DLOQ and startup companies at the university. Cronbach alphas for the instrument measured at the .80 level or higher. Four of the dimensions were found to be statistically significant resulting in a model that accounted for 30% of the variance in predicted Operating Income (p<.004) and 29% of the variances in predicted Net Income (p<.003). The study also uses qualitative analysis to explore what activities relate to the seven dimensions of the DLOQ, and if those activities would be considered complex and disruptive. Thirteen activity clusters were identified and found to be relevant to startups and the seven dimensions of the DLOQ.

Durch die Schaffung von Lernangeboten in der Zivilgesellschaft bietet Service Learning die Möglichkeit, neben der praktischen Erprobung von zuvor theoretisch erworbenem Wissen auch Formen bürgerlichen Engagements erfahrbar werden zu lassen. Auf diese Weise können in der Lehrer_innenbildung Kenntnisse und Fertigkeiten vermittelt werden, welche durch den sonst in der universitären Lehramtsausbildung üblichen Lernort Hochschule allein nicht transportiert werden könnten. Der vorliegende Artikel skizziert zwei Fallbeispiele hochschuldidaktischer Praxis der Umsetzung von Service Learning in der ersten Phase der Lehrer_ innenbildung, um dessen potentiellen Mehrwert für die Lehramtsausbildung zu veranschaulichen.