组织惯例的概念及其在实践中调查教育主动性的潜力:文献的系统回顾

IF 8.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research Pub Date : 2021-10-27 DOI:10.3102/00346543211051424

F. Wolthuis, M. Hubers, K. van Veen, S. de Vries

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引用次数: 9

摘要

本综述考察了组织惯例的概念及其在实践中调查教育活动的潜力。我们综述中的研究揭示了三种不同的常规方法:(1)将组织常规作为实体进行检查，(2)(同时)检查会话常规，(3)检查组织常规的内部结构。当前的定义、操作和检查可能缺乏清晰度和有效性。目前，组织例程的概念不仅具有潜力，而且具有模糊性。为了支持这一概念的潜力，组织惯例的两种工作定义被形式化，以最好地允许研究人员在实践中调查主动性。需要这些工作定义来创建关于概念的清晰度，并使其能够兑现其承诺，提供有关新计划如何实际工作和在实践中展开的有意义和相关的信息。

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The Concept of Organizational Routines and Its Potential for Investigating Educational Initiatives in Practice: A Systematic Review of the Literature

This review examines the concept of organizational routines and its potential for investigating educational initiatives in practice. The studies in our review revealed three different approaches to routines: (1) examining organizational routines as entities, (2) (also) examining conversational routines, and (3) examining the internal structure of organizational routines. Current definitions, operationalizations, and examinations can lack clarity and validity. At present, the concept of organizational routines not only holds potential but is also ambiguous. To bolster the potential of the concept, two working definitions of organizational routines are formalized that best allow researchers to investigate initiatives in practice. These working definitions are needed to create clarity regarding the concept and for it to be able to deliver on its promise for providing meaningful and relevant information on how new initiatives actually work and unfold in practice.

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来源期刊

Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

24.10

自引率

2.70%

发文量

期刊介绍： The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.