The concept of a learning organisation is relatively new to schools and educational
institutions in New Zealand. Understanding educational institutions as learning
organisations can enable institutions to meet the demands of an ever changing context.
In this way, educational institutions can strategically develop as transformative learning
organisations that are dynamic and responsive.
This research sought to explore the extent to which a particular school exhibits the
characteristics of a learning organisation in its organisational development. The case
study was situated in a New Zealand secondary school in relation to its transition from
an intermediate school into a full-fledged secondary school. More specially, to what
extent is Whangaparaoa College a transformative learning organisation in the making?
The findings presented in this thesis highlight the characteristics of a learning
organisation as exhibited by this particular school. While some characteristics relate
directly to the five disciplines of learning organisations (Senge, 1990), this research has
identified other characteristics that enable a unique way of considering a school as a
learning organisation.
The most notable attribute of this case study is the breadth of innovative thinking and
practice that was voiced by the participants. The innovative nature of the school is
expressed in the positional titles; infrastructure and the ICT influenced pedagogy.
Developmental challenges are also construed as learning opportunities. Critically
important to this schools development as a learning organisation is the role of
professional development for staff as this enhances the formation of a learning
community. This research opens a range of possibilities for future research which
might investigate the characteristics of a learning organisation in different educational contexts.
