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The rise of interest in the learning organization (LO) concept attests to the value of learning by individuals and organizations for continuous improvement and adaptability to the ever-changing environment. Although the LO concept originated from business contexts, it was subsequently extended to educational organizations, particularly to schools. This paper presents research on the way LO is practised by a school in Singapore that subscribes to the LO philosophy. Using Ortenblad's four integrated LO aspects (organizational learning, learning at work, learning climate and learning structure) as a framework of analysis, the research shows that the school practises the four aspects in a way that is unique to its school context, but that wider cultural factors have to be taken into account when interpreting LO in an Asian school context.

Schools are continuously looking for new ways of enhancing student learning to equip students with skills that would enable them to cope with twenty-first century demands. One promising approach focuses on design thinking. This study examines teacher's perceptions, experiences and challenges faced in adopting design thinking. There is a lack of empirical research on the adoption and implementation of the design thinking process in educational context from the teachers' point of view. This paper fills this gap and also provides insight on a recent initiative adopted in Singapore schools. Qualitative case study research was carried out in a school using teacher narratives. Data includes in-depth face-to-face interviews and participant observation. The findings show that teachers perceive that design thinking holds the potential for enhancing skills such as creativity, problem solving, communication and team work as well as empower students to develop empathy for others within and beyond the community. The research also highlighted several challenges such as inadequate resources, time constraints, fear of poor grades and the difficulty of shifting to a new way of teaching and learning that differs vastly from the traditional approach. The findings reveal that a piecemeal approach towards curriculum redesign for adopting design thinking may not provide the desired outcomes.

One of the key factors that contribute to effective management of schools is the professional development of principals. The role of the principal has become more complex with the dynamic and constant reforms in the educational environment. The present study focuses on the professional development of principals in New Zealand and Singapore. The identified categories for comparison include similarities in knowledge on leadership, models and skills that are important for aspiring principals. Differences include the selection process, programme design, modes of learning, futuristic projects and visits to other institutions. The study contributes to our understanding of key dynamics in the professional development of aspiring principals by identifying categories for comparison and discussing their relevance for analysing similarities and differences between these. The study also points to relevant interactions between professional development and the local environment.

Purpose: The purpose of this paper is to explore practitioner and post-colonial perspectives on the implementation of learning organisation theory and practice in a non-Western setting. Design/methodology/approach: A qualitative interpretive study, using in-depth interviews and participant observation, was conducted in two public organisations in Singapore. The study looked at relationships between the concepts of the learning organisation and of Singapore national culture, as the members of the organisations saw them. This study is presented and then discussed in commentaries from two different perspectives, i.e. the "insider" perspective of a Singaporean practitioner, and the "outsider" perspective of a New Zealand academic using a post-colonial critique. Findings: The findings indicate that Western LO practitioners need to pay specific attention to the cultural values expressed by non-Western organisational members, and to their own cultural limitations and biases which may be embedded in the implementation of LO programmes. This process requires an active dialogue between both parties. Practical implications: The findings indicate that practitioners need to pay specific attention to the cultural values of employees, and to the cultural assumptions of new management programmes, when adopting Western concepts of management to non-Western organisations. Originality/value: This is an empirical study that reveals the particular tensions experienced in two specific non-Western organisations when LO practice was introduced without explicit exploration of its Western cultural underpinnings. The paper argues that the development of an LO discourse of organisational post-colonialism can provide a valuable critical framework to examine the global mobilisation of LO concepts.

School leadership literature suggests that school effectiveness and ongoing improvement rely on school leaders and principals. Despite significant contributions made by principals towards teaching and learning in schools, there have been few studies that explore principals' perceptions of the factors underpinning their successes and achievements. Drawing on one of Senge's disciplines, personal mastery, this research examines principals' perceptions of some processes that enable their successes. A qualitative research project was undertaken in Singapore using in-depth interviews. Analysis was informed by movement between theoretical dimensions and emerging themes from participants' discussions of their leadership experiences. The findings suggest that personal mastery has a positive influence upon principals and their ability to demonstrate effective school management. (Contains 2 tables.)

In Singapore, "decentralization" and "school-based reforms" are key words within the current education reform agenda. This article argues that a key success factor in this agenda is transformational leadership in school. With more autonomy given to the school, transformational leadership at the school level will facilitate the development of school culture and staff capacity, which will in turn facilitate bottom-up initiatives. This article reviews the literature on transformational leadership, reports some research on transformational leadership in schools in other countries, and draws on the results of previous research on transformational leadership in a Singapore school to support its argument.

Purpose: To report on a case study that examines how the Learning Organisation (LO) concept can be applied in a Singapore school and the challenges that the school faces in the process. Design/methodology/approach: A qualitative research inquiry was adopted using ethnographic methods. Data includes in-depth face-to-face interviews, observation of meetings, informal conversations with students and parents. The study adopted an interpretive paradigm based on post-positivist theories. Findings: While the LO concept can be applied in the school context to its benefit, there can be potential cultural conflicts, ambiguities and paradoxes, as highlighted in the paper. The wider societal culture has a profound influence on how the structures, authority and relationship between subordinates and superiors in a school. Research limitations/implications: Empirical data is limited to only one school in Singapore. A longitudinal study involving more schools in Singapore will generate a better sense of the benefits and challenges of LO in schools. Practical implications: Singapore schools need to address the cultural norms of hierarchy and conformity in order to fully embrace the LO concept. Originality/value: There is a lack of empirical research on how the LO model can be applied in an Asian school context. This paper represents a first attempt to fill this gap and also offers some practical recommendations to schools that are aspiring to be learning schools.

This paper presents research that examines the perceptions of school principals of the "Teach Less, Learn More" (TLLM) initiative in Singapore schools. A qualitative research was conducted with 13 school principals to explore their understanding of TLLM and their perception of the challenges that they faced in the implementation of TLLM. The findings show that the research participants agreed that TLLM was a good policy that would prepare students with knowledge and skills for the future. However, there were also many challenges, the most pertinent of which being the readiness of the students and teachers for a new teaching and learning paradigm. [ABSTRACT FROM AUTHOR]

There is growing demand for management consulting as organizations look to external expertise to enhance their competitiveness. Not only do management consultants have wide experience that transcends that of individual client companies, but as outsiders they also bring perspectives that challenge routinized management practice. This research focuses on that challenge by looking at how they perceive their attempts to change entrenched mental models. A qualitative study using in-depth interviews with 18 management consultants was conducted in Singapore. The findings identify ways by which management consultants establish authority and seek to transform mental models. Two overarching approaches include building relationships with clients and explicit use of management concepts. The research also highlights some of the challenges perceived by management consultants in the process of changing clients' mental models. [ABSTRACT FROM PUBLISHER]

The learning organisation (LO) concept was introduced in many organisations in Singapore to promote a learning culture. A qualitative study was conducted with two organisations using an ethnographic style of fieldwork. Both organisations practiced LO concept and experienced many changes at the time of this research. Exploring the similarities and differences in each of the two case organisations provides deep insight for understanding different organisations within the same country and the extent to which each organisation strived to promote a learning culture. The research was undertaken from the cultural perspective with the key focus of making sense of and representing practice and it paid special attention to the role of Singapore national culture which is arguably at odds with many of the tenets of the LO concept. The paper concludes with implications for both academics and practitioners within organisations. [ABSTRACT FROM AUTHOR]