Session Information
32 SES 06, Leading Organizations toward the Future: Educational Perspectives on Organizational Learning
Paper Session
Contribution
Leadership has become an area of interest for educational research, primarily but not only in organizations in the genuine field of education. The reason why educational researchers are interested in leadership beyond universities, schools or child care facilities is the key role, leaders play in organizational learning and innovation. Based on practice theory (Bourdieu 1977; Schatzki 2001) and a theoretical framework that analyses the role of leadership for supporting organizational learning as (a) support of individual learning (in organizations), (b) as support of team learning (in organizations) and (c) support of organizational learning (Göhlich 2001; Göhlich, Weber, Schröer, Schröer et al. 2014), the paper analyses a broad scope of empirical research to identify the key leadership practices that support learning on those three levels. These practices will be compared to the literature on leadership and its role for innovation.
He paper results in a set of practice patterns that describe the role of leadership in organizational learning.
Method
Expected Outcomes
References
Bourdieu, Pierre (1977): Outline of a Theory of Practice. Critical Sociology (Volume 9). Cambridge Göhlich, Michael (2001): System, Handeln, Lernen unterstützten. Weinheim Göhlich, Michael/Weber, Susanne M./Schröer, Andreas, u.a. (2014): Forschungsmemorandum Organisationspädagogik. Berlin: DGfE. Raelin, Joe (2011): From leadership-as-practice to leaderful practice. Leadership, 7 (2), 195–211 Schatzki, Theodor R. (2001): The practice turn in contemporary theory. London
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