Culture change

About: Culture change is a research topic. Over the lifetime, 1531 publications have been published within this topic receiving 41922 citations. The topic is also known as: cultural change & culture changes.

The Impact of Positive Practices on Nurse Work Environments: Emerging Applications of Positive Organizational Scholarship:

Abstract: The overall purpose of improving work environments in health care is to enhance patient care delivery and improve the retention of nurses by engaging nurses in a model of cultural change that enhances communication and collaboration and actively involves nurses in organizational and clinical decision making. This article reports the findings from a 5-year study that describes an educational intervention for nurse leaders and a unit-based educational intervention for nursing staff, based on the application of Positive Organizational Scholarship (POS) and its impact on nursing work environments.

Newspaper Design as Cultural Change

Abstract: This article describes the (re-)design of newspapers and magazines as a process of cultural change which goes beyond designing a publication's layout, typography and use of colour, and includes designing the processes and structures of its production.

Cultural Drift: A Primary Process of Culture Change

Abstract: The term "drift" is often conceptualized as a primary process of culture change. Whether or not perceived as a cultural analog of biology's genetic drift or similar sampling phenomena, "drift" is generally vaguely defined and/or used nonproductively. This in correct usage often masks the proper processes, which might more clearly elucidate particular change phenomena. This paper posits, by reference to examples of change, a clear exposition of "cultural drift" as a necessary contribution toward a unified genetic analog model of culture change.

Rethinking professional experience through a learning community model: toward a culture change

Abstract: Preparing pre-service teachers to become effective future educators has become increasingly complex in an environment of rapid change, economic uncertainty, technological advancements, and cultural diversity. Contemporary initial teacher education is evolving and adapting to the changing organizational environments and cultures in organizations who partner in equipping pre-service teachers to become knowledgeable, innovative, and professional in their teaching and skilled in effectively connecting, interacting, and collaborating in professional communities. Professional experience placements provide pre-service teachers with the opportunity to participate in teaching in real-world settings guided by experienced teachers and supported by university supervisors; however, the diverse approaches to professional experience adopted by educational organizations, influence pre-service teachers’ experiences, and outcomes. Cultural and socio-economic factors across different sites also impact on the outcomes of students’ professional experience due to variations in the organizational culture and settings. In this paper we explore the evolution of professional experience from traditional to contemporary, the role of the third space in professional experience, and the complexities in developing a unified approach in universities and early childhood sites/schools, organizations that have very different cultures yet are committed to developing effective teachers. We highlight the advantages of adopting a learning community model for professional experience in which mentoring is central to success. A theory-based model of professional experience, 3PEx, based on a learning community approach and the merging of cultures in professional experience and learning contexts, is introduced. This model is informed by the literature and results of a recent study of professional experience in a university reimagining initial teacher education to meet contemporary standards. The challenges of achieving cultural change in the professional experience arena are explored, and a range of strategies suggested that can lead to a deeper understanding of the cultural landscape and the needs of pre-service teachers in their transition to teaching.