Measurement of Organizational Learning of Business Schools

By Voolaid, Karen | Baltic Journal of Economics, Autumn 2013 | Go to article overview

Measurement of Organizational Learning of Business Schools


Voolaid, Karen, Baltic Journal of Economics


Defended on May 23, 2013 at Tallinn University of Technology.

The thesis is available digitally at http://digi.lib.ttu.ee/i/?905

Supervisor: Urve Venesaar (Ph.D, Professor), Ollas Ehrlich (Ph.D, Professor), Tallinn University of Technology, Estonia

This thesis is based on five independent research papers, which are connected by a common theme - organizational learning of business schools. The research papers focus on three aspects of organizational learning. The first aspect relates to the organizational learning rate of business schools and its comparison with the average learning rate of business organizations and of Estonian universities using Watkins and Marsick's measurement instrument (DLOQ). The second aspect is devoted to how to measure the organizational learning rate of business schools as specific organizations and development of the new special BS learning rate measurement instrument (BSLOQ). The third aspect is about measuring the learning rate of business schools worldwide and its dependence on various characteristics of business schools using the new special business school learning rate measurement instrument elaborated by the author.

Watkins and Marsick's measurement instrument, DLOQ, which was used in the first and second research paper, was suitable for comparing the learning rate of universities/business schools to those of other business organizations, as well as departments of other higher schools which have a different market participation rate. However, it is not specific enough for studying the organizational learning of business schools and comparing business schools' learning rates. The author went deep into the theoretical aspects of the area and special literature and found everyday practical management to reveal that business schools have many specific characteristics which the questionnaire used by Watkins and Marsick does not measure.

On that ground the author worked out a special BS learning rate measurement instrument (BSLOQ). She replaced the characteristics in Watkins and Marsick's questionnaire on the basis of the survey conducted by her. She did not significantly change the structure and hierarchic setup of Watkins and Marsick's questionnaire since the objective was not to make a completely new questionnaire but to modify Watkins and Marsick's questionnaire to make it more suitable for measuring BSs as learning organizations. …

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