Law School Administrators’ Perceptions of Their Sites as Learning Organizations
By Krystal N. Lyons, EdD
Purpose. The purpose of this quantitative, correlational study was to use Watkins and Marsick’s learning organization framework and survey to measure law school administrators’ perceptions of 7 learning organization behaviors at American Bar Association (ABA)-accredited law schools and the relationship of those behaviors to the organizational performance indicators of financial performance and knowledge performance, after controlling for the demographic variables of employee classification, gender, and years of service. This study also measured the degree to which the perceptions of the presence of learning organization characteristics at ABA-accredited law schools by law school deans were aligned with the perceptions of other law school administrators.
Methodology. Simple and multiple regression analyses were performed to test the relationship of the 7 learning organization behaviors and the organizational performance indicators of financial performance and knowledge performance. Several independent sample t tests were performed to determine whether there was a significant difference between law school deans’ and other law school administrators’ perceptions of the presence of learning organization behaviors at their law schools. Data were collected through an online survey.
Findings. Due to the limited sample size, the 7 learning organization behaviors, when analyzed together, did not significantly predict organizational performance. However, when analyzed separately, each of the 7 learning organization behaviors significantly predicted organizational performance. Additionally, law school deans had higher perceptions of the presence of 6 of the 7 learning organization behaviors at their law schools than did the other law school administrators.
Conclusions. There was a positive predictive relationship between each of the 7 dimensions of the learning organization and organizational performance in the form of financial performance and knowledge performance. If law school administrators increase the presence of the 7 learning organization behaviors at their schools, organizational performance should also increase. Law school administrators are not aligned in their perceptions of 6 of the 7 learning organization behaviors.
Recommendations. Law school administrators should administer the DLOQ survey at their sites so they can determine the strength of the learning organization behaviors at their law schools and then focus on performing more of the activities that are associated with the learning organization behaviors.
|Commitee:||Fox, Shari, Rubin, H Randall|
|School:||University of La Verne|
|Department:||LaFetra College of Education|
|School Location:||United States -- California|
|Source:||DAI-A 81/4(E), Dissertation Abstracts International|
|Subjects:||Organizational behavior, Higher education, Law|
|Keywords:||DLOQ, higher education, law school, learning organization, organizational learning, Watkins and Marsick|
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