DEVELOPMENT OF A LEARNING ORGANIZATION MANAGEMENT MODEL IN HIGHER VOCATIONAL COLLEGES IN SHANDONG PROVINCE

บทคัดย่อ

The objectives of this research were to: 1) study the level of learning organization management in higher vocational colleges in Shandong Province; 2) study the exploratory factor analysis of the learning organization management model in higher vocational colleges in Shandong Province and 3) study the relationship between factors and entrepreneurship education in universities of Jiangsu Province; 4) Propose a development of learning organization management model in higher vocational colleges in Shandong Province. For a population of 95 higher vocational colleges in Shandong Province, the required minimum sample size was 76 higher vocational colleges. Therefore, 76 higher vocational colleges were selected as the sample for this study and the respondents in this study consisted of 550 administrators and teachers from higher vocational colleges in Shandong Province. The quantitative data were analyzed using percentages, means, standard deviations and the exploratory factor analysis. In addition, qualitative data were obtained through in-depth interviews with nine experts in educational administration, guided by a semi-structured interview protocol. The qualitative data were analyzed using content analysis to explore institutional perspectives and validate the quantitative findings.

The results showed that the overall responses to all 114 questionnaire items were at a high level, indicating that higher vocational colleges in Shandong Province demonstrate strong practices in learning organization management and a positive institutional environment that supports continuous learning and development. This suggests that administrators, teachers, and staff have a shared perception of effective organizational practices aligned with modern educational management. The Exploratory Factor Analysis (EFA) identified eight key factors, confirming a clear and well-structured model, including 1) Learning Leadership (LL), 2) Shared Vision (SV), 3 Continuous Learning Culture (CLC), 4) Team Learning Unity (TLU), 5) Embedded Knowledge System (KS), 6) System Connectivity (SC), and 7) Data-Driven Policy (DDP). These factors reflect the essential components of a learning organization and demonstrate strong internal consistency among the variables. Overall, the findings support the validity and robustness of the proposed model, showing that these eight dimensions effectively represent a comprehensive learning organization framework.