The school as a learning organisation in China

Abstract

Purpose: The purpose of this paper is to respond to a recent article published in this journal by Stoll and Kools (2017) on the “School as a Learning Organisation” (SLO). It critiques Stoll and Kools’ integrated model of a SLO by investigating whether the model can be applied to a specific socio-cultural schooling context using the example of mainland China. Design/methodology/approach: This paper reviews the extant published works on SLO with a focus on Stoll and Kools’ integrated model of a SLO. The paper also reviews the existing literature on schooling practices in China. Findings: It is argued that the application of Stoll and Kools’ integrated model of a SLO in China needs to take into consideration and incorporate the prevailing centralised, hierarchical and collective characteristics in the country. Research limitations/implications: The paper questions the universal application of the seven action-oriented dimensions of the SLO for all schools regardless of socio-cultural contexts. It highlights the mediating and moderating effects of local histories, conditions and developments when promoting SLO in a specific learning site. Practical implications: Policymakers, researchers and educators need to contextualise the ideal of the SLO by interpreting and appropriating it in ways that are compatible with the dominant socio-cultural norms and practices in a particular locality. Originality/value: This paper fills a current gap by relating the notion of SLO model to the schooling settings in China. It offers a collective slant to SLO that is tailored for the educational realities and experiences in China.