Relationships and Strategic Implications Among Organizational Culture

This study aims to analyze the strategic implications that the organizational culture has on organizational knowledge, learning, and innovation. It begins from the assumption that there is a direct and positive relationship between the organizational culture and knowledge, learning, and innovation in organizations. It also is assumed that organizational culture, knowledge, learning, and innovation are receptive to sustainable organizational practices. The method used is the appreciative inquiry as a collaborative dialogue based on the question of what is the best of and what might be that aims to design and implement innovations in sustainable organizational arrangements and processes. The theoretical framework is based on organizational cultural cognitivism theory and the theory of socio-ecological intergradation. It is concluded that sustainable organization practices require the creation and development of an organizational culture supportive of knowledge, learning, and innovation practices.

Strategic Implications of Organizational Culture, Knowledge, Learning Organizations, and Innovation on Sustainable Organizations

This study aims to analyze the strategic implications that the organizational culture has on organizational knowledge, learning, and innovation. It begins from the assumption that there is a direct and positive relationship between the organizational culture and knowledge, learning, and innovation in organizations. It also is assumed that organizational culture, knowledge, learning, and innovation play a receptive to sustainable organizational practices. The method used is the appreciative inquiry as a collaborative dialogue based on the question of what is the best of and what might be that aims to design and implement innovations in sustainable organizational arrangements and processes. The theoretical framework is based on organizational cultural cognitivism theory and the theory of socio-ecological intergradation. It is concluded that sustainable organizations practices require the creation and development of an organizational culture supportive of knowledge, learning, and innovation practices.

Organizational Culture, Knowledge, Learning Organizations, and Innovation on Sustainable Organizations

This study aims to analyze the strategic implications that the organizational culture has on organizational knowledge, learning, and innovation. It begins from the assumption that there is a direct and positive relationship between the organizational culture and knowledge, learning, and innovation in organizations. It also is assumed that organizational culture, knowledge, learning, and innovation play a receptive to sustainable organizational practices. The method used is the appreciative inquiry as a collaborative dialogue based on the question of what is the best of and what might be that aims to design and implement innovations in sustainable organizational arrangements and processes. The theoretical framework is based on organizational cultural cognitivism theory and the theory of socio-ecological intergradation. It is concluded that sustainable organizations practices require the creation and development of an organizational culture supportive of knowledge, learning, and innovation practices.

Investigating the Role of Alliance Knowledge Learning and Institutional Isomorphism in Strategic Alliance Performance of Green Supply Chain

As the outbreak of COVID-19 pandemic disordered the majority of all global supply chains, alliance knowledge learning played a fundamental function during the crisis. This paper aims to identify the relationships of both alliance green knowledge learning and institutional processes with the alliance performance of the green supply chain. It also specifies the mechanism by which Institutional isomorphism affects green innovation performance, through alliance institutional processes and further to increase their competitive advantage in the global market. Data were collected with questionnaires distributed to Taiwanese companies that are listed on the stock market which produced 242 usable responses for the analysis, both multiple regression analyses and SEM were used to test the hypotheses. Our results showed that the majority of our hypotheses were supported, which is similar to the existing literature. The outcomes imply that institutionalization processes and alliance green knowledge sharing play salient functions in firm alliance performance while implemented in the context of green supply chain management. Furthermore, the results indicate that the concept of institutionalization and isomorphism are relevant and Mimetic pressures were found to be the most significant in both internal and external green SCM practices, while also providing instructive managerial implications through empirical evidence.

Increasing Population Knowledge: The Comparation of Problem Solving Learning Methods with Conventional Methods

This study aims to analyze the effect of teaching methods using problem solving and conventional on population knowledge. The research was conducted experimentally with a 2x2 factorial design on 80 students consisting of 40 students having a high attitude, and 40 students having a low attitude at the Junior High School 2 Tambun Selatan-Bekasi. Data collection regarding population knowledge was carried out using an objective test instrument with the answer choices True (B) with a score of 1 and False (S) with a score of 0. The data were analyzed by means of two-way analysis of variance, and the Tukey test. Research results There are differences in population knowledge learning outcomes between students who are given problem solving teaching methods and students who are given conventional teaching methods; There is an interaction between teaching methods and students' attitudes towards population knowledge; Study groups that have high and low attitudes have higher population knowledge learning outcomes when given problem solving teaching methods compared to students who are given conventional teaching methods. The implication is that teachers in teaching must always build a high attitude in the classroom so that positive interactions occur in the teaching and learning process by using various learning methods.

Influential Thoughts of Muslim Thinkers about the Education System; Imam Ghazali and Ibn-Khaldun

Islam is considered divine religion. It is based on God's revelation and the sunnah of the Holy Prophet. It's a complete code of life as religion not just worship. Islam places considerable emphasis on education, as well as on beliefs and worship. It drives people to seek knowledge as a last religion. While, the first revelation highlights the significance of seeking knowledge as the first revelation word “Iqra” which means Read (Chapter Al-alaq). The main prerequisite for developing education is established in first chapter Al alaq's five ayat (Read, knowledge, and pen). The two renowned Muslim thinkers Imam Ghazali and Ibn Khuldun have passed in history, their services in the field of education provide directions to our current education system. Keeping in view the Islamic school of thoughts Imam Ghazali and Ibn Khuldun explained a comprehensive educational philosophy which they have discussed the main foundations of philosophy i.e. metaphysics, epistemology and axiology in the light of Quran and sunnah. Moreover, they have elaborated the aims of education and introduced the techniques to achieve them. As well as they clearly defined the role and responsibilities of instructors and pupils. So, this paper designates the biography and educational thoughts of Imam Ghazali and Ibne Khuldun in detail i.e., the concept of knowledge, classification of knowledge, learning stages, teaching methodology, curriculum, concept of discipline and obligations of both instructors and pupils.