Showing papers by "Mirko Markič published in 2007"

Teamwork and defining group structures

Abstract: Purpose – The paper is based on the presumption that sustainable organisational performance cannot be achieved without continuous organisational development as well as continuous development of the employees. The paper is of the opinion that, in a company or any other organisation, creating the conditions for knowledge development is of utmost importance. These conditions should enhance innovation processes fostered by employees. The paper aims to investigate this premise.Design/methodology/approach – The basic idea for the research in the paper arose from the findings that proved that organisational structures do substantially facilitate creativity processes. The main part of the paper focuses on researching team cohesion and obtaining information on interpersonal relationships as a starting‐point for new knowledge to emerge.Findings – The main finding of the qualitative case study, conducted on 172 employees of a certain manufacturing company, are that interpersonal relationships in smaller groups of pe...

Implementing a new approach in teaching and learning (problem-based learning) in a higher education learning organization

Abstract: The aim of the study presented in this paper is to investigate the development of the learning organization while implementing change, i.e. a new approach to teaching and learning – problem-based learning – into a higher education institution as well as defining the new knowledge and skills for teachers, teacher education and training, and appropriate leadership styles needed in this situation. Among the five disciplines or components of the learning organization, defined by Peter M. Senge, we focused on team learning. Problembased learning, which is also based on team learning, is the most important innovation in education for the professions. It encourages learning for capability rather than learning for the sake of acquiring knowledge. Students learn in teams solving a professional problem and develop many new skills. They are assisted by a teacher or a tutor. The benefits of this change – problem-based learning for student learning were observed as well. The research was carried out as a case study, supported by questionnaires and interviews. A typical example of a higher education institution in Slovenia which has been implementing problem-based learning in teaching foreign languages for specific purposes across the curriculum was presented. The implementation of the change was initiated by a group of foreign language and subject teachers after it was approved by the institution’s management. It was initially encouraged by an international project (Teaching and Learning English for Technical Purposes) and supported by the British Council in Ljubljana. Both, students and teachers (foreign language and subject teachers) participated in this case study. The research proved that while implementing problem-based learning, the higher education institution was developing in the direction of a learning organization. Secondly, it was established that new knowledge and skills have to be acquired by the teachers implementing this new approach and that the new skills and knowledge should be identified for each individual teacher. Consequently, teacher education and training should be planned, according to the principles of a learning organization. Finally it was found that while implementing and practicing problem-based learning in the higher education institution, both the constructivist leadership style and leadership for learning in teams are suitable. It was also established that with the problem-based approach to learning, there is a greater possibility for students to use the deep approach to learning, which enhances the quality of their learning in comparison with the surface approach. It was concluded that having a clear idea about mutual expectations between teachers and students, teachers and the management, and between subject teachers and language teachers (as this was their mutual project) is a significant factor affecting the success of the problem-based learning process. These expectations refer to enhancing cooperation and opportunities for team learning, which is essential for the institution to develop in the direction towards a learning organization. Therefore, good communication as well as the organizational culture that values cooperation and team learning are extremely important. The research findings can be applied as guidelines for those higher education institutions which implement changes in approaches to teaching and learning, especially problem-based learning.