Innovation in a Non-Formal Adult Education Organisation – Multi-Case Study in Four Adult Education Centres
Eloranta, Leena (2013-06-14)
Väitöskirja
Eloranta, Leena
14.06.2013
Lappeenranta University of Technology
Acta Universitatis Lappeenrantaensis
Julkaisun pysyvä osoite on
https://urn.fi/URN:ISBN:978-952-265-417-5
https://urn.fi/URN:ISBN:978-952-265-417-5
Tiivistelmä
More than ever, education organisations are experiencing the need to develop new
services and processes to satisfy expanding and changing customer needs and to adapt to
the environmental changes and continually tightening economic situation. Innovation has
been found in many studies to have a crucial role in the success of an organisation, both
in the private and public sectors, in formal education and in manufacturing and services
alike. However, studies concerning innovation in non-formal adult education
organisations, such as adult education centres (AECs) in Finland, are still lacking.
This study investigates innovation in the non-formal adult education organisation context
from the perspective of organisational culture types and social networks. The objective is
to determine the significant characteristics of an innovative non-formal adult education
organisation. The analysis is based on data from interviews with the principals and fulltime
staff of four case AECs. Before the case study, a pre-study phase is accomplished in
order to obtain a preliminary understanding of innovation at AECs.
The research found strong support for the need of innovation in AECs. Innovation is
basically needed to accomplish the AEC system’s primary mission mentioned in the ACT
on Liberal Adult Education. In addition, innovation is regarded vital to institutes and may
prevent their decline. It helps the institutes to be more attractive, to enter new market, to
increase customer satisfaction and to be on the cutting edge. Innovation is also seen as a
solution to the shortage of resources. Innovative AECs search actively for additional
resources for development work through project funding and subsidies, cooperation
networks and creating a conversational and joyful atmosphere in the institute.
The findings also suggest that the culture type that supports innovation at AECs is
multidimensional, with an emphasis on the clan and adhocratic culture types and such
values as: dynamism, future orientation, acquiring new resources, mistake tolerance,
openness, flexibility, customer orientation, a risk-taking attitude, and community spirit.
Active and creative internal and external cooperation also promote innovation at AECs.
This study also suggests that the behaviour of a principal is crucial. The way he or she shows appreciation the staff, encouragement and support to the staff and his or her
approachability and concrete participation in innovation activities have a strong effect on
innovation attitudes and activities in AECs.
services and processes to satisfy expanding and changing customer needs and to adapt to
the environmental changes and continually tightening economic situation. Innovation has
been found in many studies to have a crucial role in the success of an organisation, both
in the private and public sectors, in formal education and in manufacturing and services
alike. However, studies concerning innovation in non-formal adult education
organisations, such as adult education centres (AECs) in Finland, are still lacking.
This study investigates innovation in the non-formal adult education organisation context
from the perspective of organisational culture types and social networks. The objective is
to determine the significant characteristics of an innovative non-formal adult education
organisation. The analysis is based on data from interviews with the principals and fulltime
staff of four case AECs. Before the case study, a pre-study phase is accomplished in
order to obtain a preliminary understanding of innovation at AECs.
The research found strong support for the need of innovation in AECs. Innovation is
basically needed to accomplish the AEC system’s primary mission mentioned in the ACT
on Liberal Adult Education. In addition, innovation is regarded vital to institutes and may
prevent their decline. It helps the institutes to be more attractive, to enter new market, to
increase customer satisfaction and to be on the cutting edge. Innovation is also seen as a
solution to the shortage of resources. Innovative AECs search actively for additional
resources for development work through project funding and subsidies, cooperation
networks and creating a conversational and joyful atmosphere in the institute.
The findings also suggest that the culture type that supports innovation at AECs is
multidimensional, with an emphasis on the clan and adhocratic culture types and such
values as: dynamism, future orientation, acquiring new resources, mistake tolerance,
openness, flexibility, customer orientation, a risk-taking attitude, and community spirit.
Active and creative internal and external cooperation also promote innovation at AECs.
This study also suggests that the behaviour of a principal is crucial. The way he or she shows appreciation the staff, encouragement and support to the staff and his or her
approachability and concrete participation in innovation activities have a strong effect on
innovation attitudes and activities in AECs.
Kokoelmat
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