In today’s knowledge economy, an engaged and inspired workforce that is also a learning community, enables business success. Companies that learn the fastest and adapt well to changing environments perform the best over time. Although academic research indicates this positive link between learning and business success, there is no comprehensive framework that defines what constitutes a learning culture. Certainly from a practitioner standpoint, a C-Suite perspective on what constitutes a learning culture, is yet to be researched. On a similar vein, although academic research has established the central role that senior leaders play in shaping organizational culture in general, the role of C-Suite leaders in shaping a learning culture is relatively unexplored. This research aims to explore these gaps and supplement current knowledge with a practitioner’s perspective that companies and C-Suite leaders can apply. This study delivers an integrative learning culture model from the perspective of C-Suite leaders and identifies their role in shaping that culture. The research methodology is qualitative and is based on 20 interviews with C-Suite leaders. Exploratory logical research was applied to develop a C-Suite perspective driven model that integrates underlying assumptions, espoused values, and behaviors of a learning culture, as well as the role of C-Suite leaders in shaping that culture. Associations are established to prior research, bridging between practitioner and academic realms and providing theoretical validity.
|Commitee:||McKee, Annie, Burns, Robert L., Nembhard, Ingrid|
|School:||University of Pennsylvania|
|Department:||Chief Learning Officer|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Business education, Educational leadership, Business administration|
|Keywords:||Leadership, Learning culture, Strategic transformation|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be