International Journal of Learning and Change http://www.inderscience.com/browse/index.php?journalID=85&year=2011&vol=5&issue=3/4 Inderscience Publishers Ltd en-uk International Journal of Learning and Change 1740-2875 1740-2883 © 2011 Inderscience Publishers Ltd editor@inderscience.com https://www.inderscience.com/images/files/coverImgs/ijlc_scoverijlc.jpg http://www.inderscience.com/browse/index.php?journalID=85&year=2011&vol=5&issue=3/4 http://www.inderscience.com/link.php?id=45068 This study identifies the change management processes involved in undertaking environmental sustainability (ES) initiatives within Small and Medium Size Enterprises (SMEs) and relate these to the main attributes of learning organisations. Using case study techniques, the study draws from the change management experiences of a sample of 12 ES champions in different industries. The findings suggest that the ES champions experience four distinct change management stages in undertaking ES initiatives; namely the design, internalise, implement and evaluate stages. Each stage is also found to relate strongly with a number of key characteristics of learning organisations. Overall, the findings suggest that SMEs with strong learning organisation attributes are more likely to be successful in implementing and managing ES change initiatives. The implications of the findings are also discussed. Environmental sustainability change management in SMEs: learning from sustainability champions
Doren Chadee; Retha Wiesner; Banjo Roxas
International Journal of Learning and Change, Vol. 5, No. 3/4 (2011) pp. 194 - 207
This study identifies the change management processes involved in undertaking environmental sustainability (ES) initiatives within Small and Medium Size Enterprises (SMEs) and relate these to the main attributes of learning organisations. Using case study techniques, the study draws from the change management experiences of a sample of 12 ES champions in different industries. The findings suggest that the ES champions experience four distinct change management stages in undertaking ES initiatives; namely the design, internalise, implement and evaluate stages. Each stage is also found to relate strongly with a number of key characteristics of learning organisations. Overall, the findings suggest that SMEs with strong learning organisation attributes are more likely to be successful in implementing and managing ES change initiatives. The implications of the findings are also discussed.

]]> 10.1504/IJLC.2011.045068 International Journal of Learning and Change, Vol. 5, No. 3/4 (2011) pp. 194 - 207 Doren Chadee; Retha Wiesner; Banjo Roxas School of Management and Marketing, Deakin University, Melbourne, Australia. ' School of Management and Marketing, University of Southern Queensland, Toowoomba, Queensland, 4350, Australia. ' School of Management and Marketing, University of Southern Queensland, Toowoomba, Queensland, 4350, Australia environmental sustainability sustainable development change management learning organisations small and medium-sized enterprises SMEs sustainability champions sustainability initiatives design stage internalisation stage implementation stage evaluation stage Queensland Australia learning behaviour change contexts. 2012-01-24T23:20:50-05:00 5 3/4 194 207 2012-01-24T23:20:50-05:00 http://www.inderscience.com/link.php?id=45069 This paper discusses organisational learning and change management in a major change in an Australian University. The qualitative data highlight the issues faced in the management of change, particularly in the institutionalised resistance of organisational members. Analysis suggests that the development and consolidation of shared genres of doubt about organisational information and leadership intentions accommodated entrenched resistance. In discussion, this paper revisits previous literature in change management and organisational learning that highlights the impact of the misalignment between learning and organisational imperatives. Discussion of the findings illustrates the ways in which organisational genres of doubt have the ability to undermine strategic intent in change. The findings may be used to inform change leaders about the factors that can contribute to change failure. It may also be used to alert managers to the complex relationship between change management prescriptions and organisational members' learning and subsequent behaviour in times of change. Sometimes, to change the people, you've got to change the people: when learning is not enough
Deborah Blackman; Monica Kennedy
International Journal of Learning and Change, Vol. 5, No. 3/4 (2011) pp. 208 - 226
This paper discusses organisational learning and change management in a major change in an Australian University. The qualitative data highlight the issues faced in the management of change, particularly in the institutionalised resistance of organisational members. Analysis suggests that the development and consolidation of shared genres of doubt about organisational information and leadership intentions accommodated entrenched resistance. In discussion, this paper revisits previous literature in change management and organisational learning that highlights the impact of the misalignment between learning and organisational imperatives. Discussion of the findings illustrates the ways in which organisational genres of doubt have the ability to undermine strategic intent in change. The findings may be used to inform change leaders about the factors that can contribute to change failure. It may also be used to alert managers to the complex relationship between change management prescriptions and organisational members' learning and subsequent behaviour in times of change.

]]> 10.1504/IJLC.2011.045069 International Journal of Learning and Change, Vol. 5, No. 3/4 (2011) pp. 208 - 226 Deborah Blackman; Monica Kennedy Faculty of Business and Government, University of Canberra, ACT 2601, Australia. ' Faculty of Business and Government, University of Canberra, ACT 2601, Australia change management organisational learning higher education institutionalised doubting mental models organisational genres universities higher education Australia institutionalised resistance organisational members shared doubt organisational information leadership intentions leaders entrenched resistance entrenchment learning imperatives organisational imperatives organisational genres strategic intent change failure complex relationships learning behaviour change contexts. 2012-01-24T23:20:50-05:00 5 3/4 208 226 2012-01-24T23:20:50-05:00 http://www.inderscience.com/link.php?id=45070 The cognitive psychological processes related to learning and change behaviour are factors that impact on organisational strategy development. Strategy development is dependent on strategic thinking that is reciprocally influenced by shared mental models, organisational learning and organisational change. Although strategy development, shared mental models, organisational learning and organisational change have been extensively researched as separate constructs, there is a growing need to explore the interconnectedness of these constructs in all their complexities. This paper presents a conceptual model for the process of forming organisational strategies that incorporate the development of shared mental models as a critical component in connecting individual and shared learning, organisational change and strategy development. Exploring the interconnectedness among strategy development, shared mental models, organisational learning and organisational change
Reneé Malan
International Journal of Learning and Change, Vol. 5, No. 3/4 (2011) pp. 227 - 241
The cognitive psychological processes related to learning and change behaviour are factors that impact on organisational strategy development. Strategy development is dependent on strategic thinking that is reciprocally influenced by shared mental models, organisational learning and organisational change. Although strategy development, shared mental models, organisational learning and organisational change have been extensively researched as separate constructs, there is a growing need to explore the interconnectedness of these constructs in all their complexities. This paper presents a conceptual model for the process of forming organisational strategies that incorporate the development of shared mental models as a critical component in connecting individual and shared learning, organisational change and strategy development.

]]> 10.1504/IJLC.2011.045070 International Journal of Learning and Change, Vol. 5, No. 3/4 (2011) pp. 227 - 241 Reneé Malan School of Management and Marketing, Faculty of Business and Law, University of Southern Queensland, Toowoomba, Queensland, Australia strategy development shared models mental models cognitive processes psychological processes interconnectedness organisational learning organisational change strategic thinking cognitive psychology organisational strategies individual learning shared learning learning behaviour change contexts. 2012-01-24T23:20:50-05:00 5 3/4 227 241 2012-01-24T23:20:50-05:00 http://www.inderscience.com/link.php?id=45071 There has been substantial academic interest surrounding innovation, change management and the individual attributes that permit and promote learning, organisational change and innovative behaviour. This research uses a psychometric tool known as the Instinctive Drives System® to measure preferred working styles in 3943 employees from a range of international companies. These employees were then classified into three groups (engineers, operators and executives) following Schein's classification of occupational subcultures. This study reveals significant differences between the occupational subcultures, suggesting that executives are more inclined towards variety, flexibility and change rather than routine and structure. In contrast, operators and engineers demonstrated preferences for logic and certainty. These results have a range of implications, for researchers and practitioners. Researchers can extend the results of this study, and further explore the differences found between executives and managers from different subcultures. Practitioners may use the results to initiate change to integrate preferred working styles. Organisational change: communicating to Schein's operator, engineer and executive occupational subcultures
Geoffrey R. Chapman; Kathryn J. Hayes; Terry Sloan; Janna Anneke Fitzgerald
International Journal of Learning and Change, Vol. 5, No. 3/4 (2011) pp. 242 - 256
There has been substantial academic interest surrounding innovation, change management and the individual attributes that permit and promote learning, organisational change and innovative behaviour. This research uses a psychometric tool known as the Instinctive Drives System® to measure preferred working styles in 3943 employees from a range of international companies. These employees were then classified into three groups (engineers, operators and executives) following Schein's classification of occupational subcultures. This study reveals significant differences between the occupational subcultures, suggesting that executives are more inclined towards variety, flexibility and change rather than routine and structure. In contrast, operators and engineers demonstrated preferences for logic and certainty. These results have a range of implications, for researchers and practitioners. Researchers can extend the results of this study, and further explore the differences found between executives and managers from different subcultures. Practitioners may use the results to initiate change to integrate preferred working styles.

]]> 10.1504/IJLC.2011.045071 International Journal of Learning and Change, Vol. 5, No. 3/4 (2011) pp. 242 - 256 Geoffrey R. Chapman; Kathryn J. Hayes; Terry Sloan; Janna Anneke Fitzgerald School of Management, College of Business and Law, University of Western Sydney, Locked Bag 1797, Penrith NSW 2751, Australia. ' School of Management, College of Business and Law, University of Western Sydney, Locked Bag 1797, Penrith NSW 2751, Australia. ' School of Management, College of Business and Law, University of Western Sydney, Locked Bag 1797, Penrith NSW 2751, Australia. ' School of Management, College of Business and Law, University of Western Sydney, Locked Bag 1797, Penrith NSW 2751, Australia change management occupational cultures working styles innovation Edgar Schein classification schemes occupational subcultures engineers operators executives individual attributes innovative behaviour psychometric tools Instinctive Drives System international companies variety flexibility routine structure logic certainty managers learning behaviour change contexts. 2012-01-24T23:20:50-05:00 5 3/4 242 256 2012-01-24T23:20:50-05:00 http://www.inderscience.com/link.php?id=45072 Multiple contexts shape team activities and how they learn, and group learning is a dynamic construct that reflects a repertoire of potential behaviour. The purpose of this developmental paper is to examine how better learning behaviours in semi-autonomous teams improves the level of team adaptability and performance. The discussion suggests that learning behaviour enables the team to better respond to critical uncertain contexts which in turn improves team adaptability. The overriding theme of the paper is that better team adaptability leads to higher team performance; learning behaviour provides the means by which teams and their members are more adaptable in responding to different contexts. The paper develops a number of hypotheses. The need to understand the link between multiple uncertainty contexts, team adaptability and team learning is important in improving team performance indicating a significant research gap. The influence of learning behaviour on team adaptability
Peter A. Murray; Bruce Millett
International Journal of Learning and Change, Vol. 5, No. 3/4 (2011) pp. 257 - 270
Multiple contexts shape team activities and how they learn, and group learning is a dynamic construct that reflects a repertoire of potential behaviour. The purpose of this developmental paper is to examine how better learning behaviours in semi-autonomous teams improves the level of team adaptability and performance. The discussion suggests that learning behaviour enables the team to better respond to critical uncertain contexts which in turn improves team adaptability. The overriding theme of the paper is that better team adaptability leads to higher team performance; learning behaviour provides the means by which teams and their members are more adaptable in responding to different contexts. The paper develops a number of hypotheses. The need to understand the link between multiple uncertainty contexts, team adaptability and team learning is important in improving team performance indicating a significant research gap.

]]> 10.1504/IJLC.2011.045072 International Journal of Learning and Change, Vol. 5, No. 3/4 (2011) pp. 257 - 270 Peter A. Murray; Bruce Millett Faculty of Business and Law, University of Southern Queensland, Toowoomba 4350, Queensland, Australia. ' Faculty of Business and Law, University of Southern Queensland, Toowoomba 4350, Queensland, Australia emergent learning team performance team adaptability multiple contexts team activities group learning dynamic constructs potential behaviour semi-autonomous teams critical contexts uncertain contexts uncertainty learning behaviour change contexts. 2012-01-24T23:20:50-05:00 5 3/4 257 270 2012-01-24T23:20:50-05:00 http://www.inderscience.com/link.php?id=45073 Capstone courses can create a space for students and educators to act as co-producers of desired learning outcomes which are directly relevant to the world of work. This study uses an auto-ethnographic case study approach to demonstrate how a mixed model learning approach evolved in a capstone marketing strategy unit in a marketing major at an Australian university. Student feedback on the course demonstrates the benefits of using dynamic self-directed learning tools including a marketing strategy simulation game and its associated reflective journal as an adjunct to the traditional static case study and essay-based pedagogies. The necessity for such an approach is based on the premise that the world of work in which the student is about to enter is one which is being increasingly affected by complexity and uncertainty and requires a different set of learning tools to equip students for this kind of work context. The application of self-directed learning in a marketing strategy capstone course
David M. Gray
International Journal of Learning and Change, Vol. 5, No. 3/4 (2011) pp. 271 - 287
Capstone courses can create a space for students and educators to act as co-producers of desired learning outcomes which are directly relevant to the world of work. This study uses an auto-ethnographic case study approach to demonstrate how a mixed model learning approach evolved in a capstone marketing strategy unit in a marketing major at an Australian university. Student feedback on the course demonstrates the benefits of using dynamic self-directed learning tools including a marketing strategy simulation game and its associated reflective journal as an adjunct to the traditional static case study and essay-based pedagogies. The necessity for such an approach is based on the premise that the world of work in which the student is about to enter is one which is being increasingly affected by complexity and uncertainty and requires a different set of learning tools to equip students for this kind of work context.

]]> 10.1504/IJLC.2011.045073 International Journal of Learning and Change, Vol. 5, No. 3/4 (2011) pp. 271 - 287 David M. Gray Department of Marketing and Management, Macquarie University, Balaclava Road, North Ryde, NSW, Australia simulation games reflective journals marketing courses capstone courses self-directed learning co-production learning outcomes marketing strategies student feedback educators auto-ethnographic approaches ethnography mixed models Australia universities higher education static case studies essay-based pedagogies world of work complexity uncertainty learning tools work contexts learning behaviour change contexts. 2012-01-24T23:20:50-05:00 5 3/4 271 287 2012-01-24T23:20:50-05:00 http://www.inderscience.com/link.php?id=45066 This paper examines the associations of cultural factors and learning styles with the satisfaction and success of undergraduate accounting students in Australia. Using a structured questionnaire, responses from 189 students were collected randomly from domestic and international students enrolled in an accounting programme at the University of Canberra. Results reveal that a large number of international students studying accounting at the university are from China and they possess a collectivistic cultural background. The learning style of these international students is more reflective but less inclusive and concrete. They are also quite satisfied and successful with their programme. In contrast, it was found that Australian students prefer a more inclusive and concrete learning style, but they show much less satisfaction when studying accounting. Furthermore, students who have characteristics of logical thinking, hard working and feel personally involved in things show significantly higher levels of satisfaction in terms of learning outcomes and success in their accounting programme. Nexus of learning style with satisfaction and success of accounting students: a cross-cultural study at an Australian university
Jesmin Islam; Azizur Rahman; Gregory Boland
International Journal of Learning and Change, Vol. 5, No. 3/4 (2011) pp. 288 - 304
This paper examines the associations of cultural factors and learning styles with the satisfaction and success of undergraduate accounting students in Australia. Using a structured questionnaire, responses from 189 students were collected randomly from domestic and international students enrolled in an accounting programme at the University of Canberra. Results reveal that a large number of international students studying accounting at the university are from China and they possess a collectivistic cultural background. The learning style of these international students is more reflective but less inclusive and concrete. They are also quite satisfied and successful with their programme. In contrast, it was found that Australian students prefer a more inclusive and concrete learning style, but they show much less satisfaction when studying accounting. Furthermore, students who have characteristics of logical thinking, hard working and feel personally involved in things show significantly higher levels of satisfaction in terms of learning outcomes and success in their accounting programme.

]]> 10.1504/IJLC.2011.045066 International Journal of Learning and Change, Vol. 5, No. 3/4 (2011) pp. 288 - 304 Jesmin Islam; Azizur Rahman; Gregory Boland Discipline of Accounting Banking and Finance, Faculty of Business and Government, University of Canberra, Canberra ACT 2601, Australia. ' School of Population Health and Clinical Practice, The University of Adelaide, Adelaide SA 5005, Australia; Faculty of Health, University of Canberra, Canberra ACT 2601, Australia. ' Discipline of Management Studies, Faculty of Business and Government, University of Canberra, Canberra ACT 2601, Australia accounting programmes cultural attributes learning styles national students international students satisfaction levels success cross-cultural studies Australia universities higher education cultural factors undergraduates domestic students University of Canberra China collectivistic backgrounds cultural backgrounds reflective learning inclusive learning concrete learning logical thinking hard work personal involvement learning outcomes nexus learning behaviour change contexts. 2012-01-24T23:20:50-05:00 5 3/4 288 304 2012-01-24T23:20:50-05:00