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Building The Learning Organization Based On Marquardt,s Model In Shahrekord University Of Medical Sciences
Mahdi Sattari-Ghahfarrokhi,Mehdi Abzari
Payavard Salamat , 2012,
Abstract: Background and Aim: Learning may be the only sustainable competitive advantage for all organizations. A learning organization is an organisation where people continually expand their capacity to create results they truly desire; new and expansive patterns of thinking are nurtured; collective aspirations are set free; people are continually learning from what others have learned. The aim of this research is to study whether a learning organization and its subsystems are established in Shahrekord University of Medical Sciences (SKUMS). Materials and Methods: This descriptive-survey study was conducted in 2012. Marquardt's standard questionnaire was used to measure learning organization based on Likert's scale with a Cronbach's Alpha coefficient of 0.946. The research sample consisted of 177 staff members (bachelor's degree holders and bove) in seven vice-chancellorships of SKUMS, selected through simple random sampling. Results: The findings of the study are twofold. (1) According to the results of one-sample t-test with a 95% confidence interval, the mean scores in learning organization and sub-systems of learning dynamics, people empowerment, knowledge management and technology application subsysems were higher than the assumed mean of 3; however, the figure turned out to be equal to the assumed mean for the organization transformation subsystem, and (2) Based on Freidman Test, there was a significant difference between the means of at least 2 learning organization subsystems. Conclusion: According to the research findings, more attention should be paid to the subsystems of learning organization establishment and balanced development of these subsystems.
Measuring Performance for Accountability of a Small Social Economy Organization: The Case of an Independent School  [cached]
John Maddocks,Sonja Novkovic,Steven M. Smith
Canadian Journal of Nonprofit and Social Economy Research , 2011,
Abstract: This article is a result of a joint project in social economy research between a community partner-an independent school-and academic partners. The school is a democratic organization, run by teachers and parents. The goal of the project was to find ways to improve communication and reporting about general performance of the school as part of the school's accountability to its members. Starting from lessons of the balanced scorecard approach for non-profits, we describe the process of development of survey-based measures for the particular organization. The direction of the tool development and subsequent organizational changes were carried out in a participatory process between the school's staff, the parents, and the board. We identify the limitations and challenges of this process, and outline its successes to draw lessons for other similar democratic organizations. / Cet article est le produit d'un projet conjoint de recherche sur l'économie sociale entre un partenaire communautaire-une école privée-et des partenaires académiques. L'école est une organisation démocratique dirigée par des enseignants et des parents. Le but de ce projet était de trouver des fa ons d'améliorer la communication et la reddition de compte en ce qui a trait au rendement général de l'école comme faisant partie de la responsabilité de l'école envers ses membres. En commen ant par des le ons sur l'approche de tableau de bord équilibré pour les organismes sans but lucratif, nous abordons le processus de l'élaboration de mesures fondées sur des enquêtes pour l'organisation particulière. L'orientation du développement d'outils et des changements organisationnels subséquents ont été déterminés lors d'un processus participatif entre le personnel de l'école, les parents et la direction. Nous établissons les limites et les défis de cette fa on de procéder et en soulignons les réussites pour tirer des le ons qui serviront à d'autres organisations démocratiques comparables.
In Process of the Intelligent Organization Building
Krzysztof Kocurek
Contemporary Economics , 2010,
Abstract: The starting point for the deliberations in this article is the issue of the key aspects and conditions of effective learning in the intelligent organization. The author briefly describes learning process that leads to the development and better use of knowledge in the enterprise. This article presents an analysis of the factors that determine new rules of knowledge management in the organization. The author focuses on the essence and attributes of knowledge-based organizations. In the final section of the article, the differences between the features of the traditional and knowledge age organizations are pointed out.
Anonymity And Accountability In Web Based Transactions
Advanced Computing : an International Journal , 2012,
Abstract: Decreased privacy is an unavoidable consequence in the drive to make the world a more secure, safer place, according to some analysts. In the on-line world, the conflict between privacy and security manifests itself in a debate between anonymity and accountability. Balance between Anonymity and Accountability is a major concern in web based transactions. The protection of users’ privacy when performing web-based transactions is an important factor in the acceptance and use of Internet and web services. There is a tremendous improvement in the automation of the way we pay for goods and services by the variety and growth of electronic banking services available to the consumers. Hence there is a need for the ultimate structure of the new electronic transaction system that has a substantial impact on the personal privacy as well as on the nature and extent of criminal use of E- transactions. This paper presents an approach for such structure.
Autonomy and Accountability in Standards-Based Reform  [cached]
Susan Watson,Jonathan Supovitz
Education Policy Analysis Archives , 2001,
Abstract: In this article we discuss the effects of one urban school district's efforts to increase the autonomy and accountability of schools and teams of teachers through a standards-based reform known as team- based schooling. Team-based schooling is designed to devolve decision-making authority down to the school level by increasing teachers' autonomy to make decisions. Increased accountability is enacted in the form of a state-level standards-based initiative. Based on our evaluation over a two-year period involving extensive fieldwork and quantitative analysis, we describe the ways that teachers, teams and school administrators responded to the implementation of team-based schooling. What are the effects of increasing school-level autonomy and accountability in the context of standards- based reform? Our analysis highlights several issues: the "lived reality" of teaming as it interacts with the existing culture within schools, the ways that teachers respond to the pressures created by increased internal and external accountability, and the effects of resource constraints on the effectiveness of implementation. We conclude by using our findings to consider more broadly the trade-off between increased autonomy and accountability on which standards-based reforms like team-based schooling are based.
On school choice and test-based accountability.
Damian W. Betebenner,Kenneth R. Howe,Samara S. Foster
Education Policy Analysis Archives , 2005,
Abstract: Among the two most prominent school reform measures currently being implemented in The United States are school choice and test-based accountability. Until recently, the two policy initiatives remained relatively distinct from one another. With the passage of the No Child Left Behind Act of 2001 (NCLB), a mutualism between choice and accountability emerged whereby school choice complements test-based accountability. In the first portion of this study we present a conceptual overview of school choice and test-based accountability and explicate connections between the two that are explicit in reform implementations like NCLB or implicit within the market-based reform literature in which school choice and test-based accountability reside. In the second portion we scrutinize the connections, in particular, between school choice and test-based accountability using a large western school district with a popular choice system in place. Data from three sources are combined to explore the ways in which school choice and test-based accountability draw on each other: state assessment data of children in the district, school choice data for every participating student in the district choice program, and a parental survey of both participants and non-participants of choice asking their attitudes concerning the use of school report cards in the district. Results suggest that choice is of benefit academically to only the lowest achieving students, choice participation is not uniform across different ethnic groups in the district, and parents' primary motivations as reported on a survey for participation in choice are not due to test scores, though this is not consistent with choice preferences among parents in the district. As such, our results generally confirm the hypotheses of choice critics more so than advocates. Keywords: school choice; accountability; student testing.
Design and implementation of a cluster-based multihop routing protocol for wireless sensor networks

ZHANG Qian,WANG Fu-bao,HUA Nan,HE Ji,

计算机应用 , 2006,
Abstract: Basing on cluster-based routing algorithm,a Cluster-based Multihop Routing(CMR) protocol was put forward combining the design of multilhop routing, the design of this protocol and the work process of cluster organization algorithm and routing algorithm of adjacent clusters were analyzed and discussed, which includes the election of cluster head/cluster building,rebuilding of cluster/self-healing mechanism and building and maintenance of routings. At last,the implementation and the test result of this protocol was figures out.
The Process of Accountability
Sayed Ahmed Naqi
International Business Management , 2012,
Abstract: This study underscores the need to recognise accountability as a dynamic two-way process that rests on recognising the role of the same individual/group as an "accounter" at one level and an "accountee" at another. Using this argument, elements of an effective accountability process have been identified which primarily highlight the fact that actors in an accountability relationship are also accountable for the accountability process itself. This study argues that accountability literature, because of increasing conceptual fuzziness, is at a crossroad where lack of urgency in developing a robust framework is likely to make accountability ineffectual. Relevant literature on accountability is reviewed and the need for a framework is identified. Using stakeholders’ theory as a starting point and existing literature as a guide, disparate findings are collated to present elements of a robust accountability process which can serve as the foundation of a dynamic, realistic and cohesive accountability framework. An analysis of accountability elements indicate that a vigorous accountability process should allow optimum freedom of choice to the accountee, as excessive controls not only stifle initiatives but tend to erode accountability of the accountee. The study identifies the need for role clarity and thus clear description of expectations, consequences and choices by accounters. Since an accountee’s personal moral values have a profound affect on how expectations and consequences are perceived and how accountability sources and their respective interests are optimised to their advantage, an accounter also bear some responsibility for situational shortcomings of an accountee. The study identifies distinct accountability facilitators that play an important role in improving an accountability mechanism. The focus in this study on mediators as non-stakeholders not only redefines the role of auditors but also cuts across traditional debates by allowing for the possibility of involving more qualified non-stakeholders as mediators to add credibility to the accountability process. The study distinguishes accountability medium from accountability mediators and highlights the need for refinement and expansion in accountability mediums. It identifies transparency as an objective and uniform measure of a result driven accountability process.
Building the Process-managed Organization by Means of Services  [cached]
Vaclav Repa
Journal of Systems Integration , 2011,
Abstract: The paper shows how the idea of "service orientation" may be used not as a technical principle only but also as a tool for analysis of the substance of the business - for building the process-managed organization. The principle of services as a common principle for developing the business, and organizing its IT support is used for mental overcoming of the illusory contradiction between both areas - business, and IT.
From Performance-Based To Inquiry-Based Accountability  [cached]
Sonia Ben Jaafar
Brock Education : a Journal of Educational Research and Practice , 2010,
Abstract: This paper argues Canada has a unique approach to large-scale assessment and accountability that is not reflected in the current literature. I explore its construction by drawing on the results of two pan-Canadian SSHRC-funded studies and reflecting on Canada’s philosophical identity that distinguishes it from other nations. I conclude with a call for more Canadian-based theoretical and empirical research to support contextually relevant interpretations in future studies.
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