Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 91-100).

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--Virginia Commonwealth University, 2009. / Prepared for: School of Education Title from title-page of electronic thesis. Bibliography: leaves 378-398.

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Purpose - Considering personality as changeable through a bottom-up process of altering states, habits and traits, constitutes a shift in the predominant paradigm within personality psychology. The purpose of this paper is to reconsider Bateson's theory of learning and organizational triple-loop learning in light of this recent empirical evidence. Design/methodology/approach - This paper uses a multi-disciplinary conceptual approach. Based on an integrative analysis of literature from recent work in personality psychology, four dimensions (process, content, time and context) are identified that allow linking personality change and triple-loop learning. Findings - Identifying a bottom-up process of changing states, habits and traits as being central to change personality, allows for reconsidering Bateson's theory of learning as a theory of personality development (Learning II) and personality change (Learning III). Functionally equivalent, organizational triple-loop learning is conceptualized as a change in an organization's identity over time that may be facilitated through a change in responding to events and a change in the organization's routines. Practical implications - Interventions that change how organizations respond to events and that change the routines within an organization may be suitable to facilitate triple-loop learning in terms of changing organizational identity over time. Originality/value - This paper contributes to the discussion on Bateson's theory of learning and organizational triple-loop learning. As interest in personality change grows in organization studies, this paper aims to transfer these findings to organizational learning.

This study aimed to investigate the innovation practices and the factors contributing to innovativeness in Bah&ccedil / eSehir Science and Technology High School (BSTHS). The study was designed as a case study and different qualitative data collection techniques were used to collect the data. 17 participants of this study were chosen among administrators, science and mathematics teachers and 4 students. The study documented both managerial and academic innovations at the School. Besides, the factors contributing to innovativeness at BSTHS were documented. Research findings show that the BSTHS was successful in establishing a place within the Turkish Education System as a new and original education institution. The BSTHS administration is working on, based on an effective leadership, providing most suitable conditions for education and learning, and they are doing that with a participatory administration approach. Beyond that, they constructed an effective network with the support of the Bah&ccedil / eSehir University towards the development of the school in line with its targets. According to the research findings, foremost aspects that make the BSTHS innovative and original are a new curriculum, an individual-based education system, application of new technologies in education and learning processes and the establishment of the institution as a self-learning organization. It is argued that different factors (e.g., leadership, participative management, social interaction, knowledge share) are combined with quality inputs (e.g., students, staff, technology, physical infrastructure) have contributed to the creation of a culture of innovation. Hence, it is concluded that extensive physical or financial resources are not enough to accomplish innovativeness. Besides, a culture of innovation needs to be cultivated in order to accomplish innovation.

Innovation processes require organizations to transcend current boundaries. These include not only technological as well as social limitations but "above all" the way we address the future. We are used to face the future with our existing knowledge and experiences from the past. This strategy, however, can hardly lead to knowledge off the beaten path. We therefore suggest a new learning approach for organizations, which enables to literally envision a desired future scenario and thereby, allows for the creation of radical new knowledge. We argue that the created knowledge yields a higher degree of novelty and radicalness. Along with an enhanced theory of learning including learning from the future, we present our empirical findings from comparing the outputs of Learning from an Envisioned Future and learning from the past. For this purpose, we use data from two organizational learning projects; one, which was conducted with a high school in Austria and another one, which was conducted with members of the Austrian Economic Chamber. Our findings from both case studies suggest that Learning from an Envisioned Future does produce significantly more paradigm challenging knowledge compared to the output gained from conventional learning from past experiences. We conclude that the combination of both learning sources may lead to best learning outcomes in organizations.

E-learning in organizations is gaining more attention as it can be a step forward in the competitive market. Businesses are more in need of skilful employees and at the same time employee turnover can have costs. Although the organizations are offering elearning systems, these systems are not being used as much as they should be. This research concerns continued use of e-learning system in the organizations. The purpose of the study is to understand the motivations for and problems in the continued use oforganizational e-learning. The case under study is a Telecommunication Company in Iran which is investing noticeably on the organizational e-learning. For this purpose, a qualitative research method was adopted and semi-structured interviews with 8 users of an organizational e-learning system were conducted to collect the data. The Data were analyzed and interpreted using codes and categories, based on the research questions and related literature. The result indicated some details about the motivations and barriers in the continued use of organizational e-learning system and it has implication for the Company under the study and other organizations which use or intend to use e-learningsystems. / Motivations for and Problems in the Continued Use of Organizational E-learning System: A Case of Telecommunication Company in Iran

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