To report on a case study that examines how the Learning Organisation (LO) concept can be applied in a Singapore school and the challenges that the school faces in the process.
A qualitative research inquiry was adopted using ethnographic methods. Data includes in‐depth face‐to‐face interviews, observation of meetings, informal conversations with students and parents. The study adopted an interpretive paradigm based on post‐positivist theories.
While the LO concept can be applied in the school context to its benefit, there can be potential cultural conflicts, ambiguities and paradoxes, as highlighted in the paper. The wider societal culture has a profound influence on how the structures, authority and relationship between subordinates and superiors in a school.
Empirical data is limited to only one school in Singapore. A longitudinal study involving more schools in Singapore will generate a better sense of the benefits and challenges of LO in schools.
Singapore schools need to address the cultural norms of hierarchy and conformity in order to fully embrace the LO concept.
There is a lack of empirical research on how the LO model can be applied in an Asian school context. This paper represents a first attempt to fill this gap and also offers some practical recommendations to schools that are aspiring to be learning schools.
