An investigation on the relationship between organizational learning and educational innovation

Aim: The purpose of this research was to study the relationship between organizational learning and educational innovation. Methods: The population of this study was all faculty members in public universities of Isfahan (1,745 persons) in the academic year 2011–2012. The sample size of the study,312, was estimated by Cochran’s sample size formula, which has been selected using cluster random sampling. To collect data standard questionnaire based on theory of Gomez et al. to organizational learning and, researcher‑made questionnaire of educational innovation was used, which its contentvalidity was confirmed by supervisor and advisor as well as experts, and its reliability of questionnaire of organizational learning was evaluated by Cronbach’s alpha coefficient, 89%, reliability of questionnaire of educational innovation was evaluated by Cronbach’s alpha coefficient, 92%. Results: Obtained resultsby Pearson correlation coefficient showed the significant relationship between organizational learning and educational innovation and its dimensions. Obtained results from multi‑correlation coefficient and step by step regression showed that the best predictor of educational innovation is system thinking, transfer and integration of knowledge, openness, and experimentation. Conclusion: The effect oforganizational learning in educational policies and educational programs, and revised in accordance with the conditions that caused curriculum the new education is inevitable. Requiring faculty members to observe the educational innovations in the teaching process, integrated and convergent approaches in the content of such postings education today.

Keywords:

Educational innovation , organizational learning , innovation