The relationship between organizational culture, sustainability, and digitalization in SMEs: A systematic review

The purpose of this study was to determine the relationship between instructional leadership and selected school-level characteristics essential to the development of successful schools. Data were collected from a random sample of teachers (n=624) and subjected to multiple regression analysis. This study found that statistically significant positive relationships existed between instructional leadership behaviors of school principals and the selected characteristics: teacher commitment, professional involvement, and innovativeness (p<.0005). Also, the researcher developed “best fitting” models of instructional leadership that account for variance of each characteristic. Models for professional involvement and innovativeness vary with school type (elementary or high). Results of this study reinforce the validity of instructional leadership and suggest that particular instructional leadership behaviours contribute to school characteristics that facilitate school improvement.

Exploring the Transformational Nature of Instructional Leadership

Recently, research into gender differences in achievement has mainly concentrated on the underperformance of boys in comparison with girls. Qualitative research in particular points to the importance of the gender-specific cultures adolescents experience. The purpose of this article is to test quantitatively the explanatory value of academic culture with respect to the stated gender differences in achievement. Use is made of data of 3760 pupils in the third and the fourth year of secondary education in a sample of 34 schools in Flanders (Belgium). A distinction is made between general schools preparing students for higher education and schools offering technical and vocational education. It is demonstrated that boys' culture is less study oriented than girls' culture and that this difference can be held responsible for the gender differences in achievement, at least in general schools. In technical/vocational schools, boys seem to oppose the study culture.

Why boys achieve less at school than girls: the difference between boys' and girls' academic culture

This chapter discusses the issue of organizational symbolism, which is frequently encountered in business life, and its meaning in the tourism industry. Symbols are the most apparent and observable aspects of organizational life; simultaneously, symbolic elements are the most subtle and comprehensive. Due to the nature of the hospitality sector, the workflow takes place instantaneously. Therefore, employees, managers, and tourists search for some of the generally accepted symbols used in the organisation during this rapid workflow. If symbols are removed from this relationship, communication suffers and as a result harms the overall functioning of the organization. This chapter proposes that it is important to look at the origins of the organizational symbolism and to comprehend the role of symbols in the tourism industry. In this sense, this chapter should be seen primarily as an effort to review and systematize the overall understanding of organizational symbols in the tourism industry.

Organizational Symbolism: An Overview of the Tourism Industry

Van Houtte (2005) called for clarification of the terms school culture and school climate and the role of each in school effectiveness research. This article presents a theoretical framework for school culture that asserts that it is a context-specific branch of organizational culture comprised of 4 dimensions and 3 levels. This conceptualization presents school climate as the second level of school culture. The article explains the qualitative analytical process that led to the development and verification of the Comprehensive Model of School Culture. The concept of culture presented here is contrasted with statements about school culture made by Van Houtte. Implications for research and further theoretical development are discussed at the end of the article.

A new model of school culture: a response to a call for conceptual clarity 1

Students of organisation generally hold that deciphering the subtleties and nuances of behaviour, speech and artifacts in order to describe and understand organisational culture can only be done through such observational field methods as ethnography. Owens and Steinhoff question this assumption and the methodological limitations inherent in it. They sought to develop a paper‐and‐pencil instrument that may be used to probe the unseen, unvoiced, virtually preconscious elements that underlie and give rise to the organisational culture of schools in order to assess systematically the organisational cultures in them. The authors explain the theory of organisational culture which guided the development of their research instrument, the Organisational Culture Assessment Inventory (OCAI).

Towards a Theory of Organisational Culture

The purpose of the research was to develop a measure of the phenomenon referred to as organisational culture. The study addressed the following questions: (1) What are the essential facts which define the metaphor, Organisational Culture?, and (2) How can these facts be ascertained systematically in a given organisation? This article describes the procedures used in the development of an instrument, called the Organisational Culture Assessment Inventory (OCAI), designed to address these questions. A previous article specifies the theoretic assumptions on which the OCAI is constructed.

The Organisational Culture Assessment Inventory: A Metaphorical Analysis in Educational Settings

Administering change in schools

Organization Development, as widely practiced in schools, is characterised by a diagnosis of organizational problems that is carried out collaboratively by facilitator and client. The design of the Organization Development intervention is presumably based upon this diagnosis. Since Organization Development is a planned, sustained effort to change the organization's culture in significant ways one might expect the diagnostic procedures to utilise systematic techniques for assessing organization culture. Further, these diagnostic techniques should reflect a conceptually unambiguous understanding of the nature of organizational culture and its elements. An enquiry of 83 American Organization Development consultants with experience as facilitators in public schools indicated that only seven reported using one or more of the recognised assessment techniques for which there are published data concerning factor structure, reliability and validity. Others reported utilising various combinations of interviews and paper‐and‐pencil techniques developed for local use. The authors discuss the implications of their findings in terms of Organization Development technology through scientific efforts.

Problems related to techniques for assessing organization development and determining intervention style

The findings are presented of a nation-wide survey of the organizational climate of UCEA affiliated preparation programs in educational administra tion. A factor structure extracted from the responses of 757 graduate students is described along with the graphic representation of the forty-two programs which they represent. The data are discussed with regard to their implications for programs planners in educational administration. This research was sup ported by the School of Education, New York University, and the Staff Affiliate program of UCEA.

Factors Differentiating Preparation Programs in Educational Administration: UCEA Study of Student Organizational Environment.

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