Organizational learning core (OLC) and simultaneous renewal learning core (SRLC): Same learning constructs under different conditions
| Dimension | Organizational learning core (OLC) | Simultaneous renewal learning core (SRLC) |
|---|---|---|
| Organizational context | Single organization | Multiple autonomous organizations (school–university partnership) |
| Authority | Nested within a single organizational system | Negotiated across autonomous organizations |
| Leadership | Distributed leadership within organizational roles | Distributed leadership enacted without formal jurisdiction, reliant on relational influence |
| Followership | Learning-oriented participation within organizational authority structures | Learning-oriented participation in the absence of formal authority, following learning rather than position |
| Coherence | Aligning roles, routines, and priorities for learning | Aligning roles, routines, and priorities across organizational boundaries |
| Learning processes | Inquiry and sensemaking within organizational roles and levels | Boundary-spanning inquiry and sensemaking across roles, levels, and institutions |
| Accountability | Internally aligned and organizationally coherent | Parallel, intersecting, or competing accountability systems |
| Renewal | Organizational learning and improvement | Simultaneous renewal across school and university systems |
| Dimension | Organizational learning core (OLC) | Simultaneous renewal learning core (SRLC) |
|---|---|---|
| Organizational context | Single organization | Multiple autonomous organizations (school–university partnership) |
| Authority | Nested within a single organizational system | Negotiated across autonomous organizations |
| Leadership | Distributed leadership within organizational roles | Distributed leadership enacted without formal jurisdiction, reliant on relational influence |
| Followership | Learning-oriented participation within organizational authority structures | Learning-oriented participation in the absence of formal authority, following learning rather than position |
| Coherence | Aligning roles, routines, and priorities for learning | Aligning roles, routines, and priorities across organizational boundaries |
| Learning processes | Inquiry and sensemaking within organizational roles and levels | Boundary-spanning inquiry and sensemaking across roles, levels, and institutions |
| Accountability | Internally aligned and organizationally coherent | Parallel, intersecting, or competing accountability systems |
| Renewal | Organizational learning and improvement | Simultaneous renewal across school and university systems |