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Organizational learning is a popular topic in business and academia and attracts many researchers and practitioners from different fields. Even though organizational learning scholarship is still growing, there are few studies that cross-fertilize social cognition and organizational learning. This investigation examines organizational learning from the perspective of social cognition. It is argued that social cognition explains the organizational learning process better by integrating fragmented studies on the processes of learning, and the study proposes that organizational learning is an outcome of reciprocal interactions of the processes of information/knowledge acquisition, information/knowledge dissemination, information/knowledge implementation, sensemaking, memory, thinking, unlearning, intelligence, improvisation, and emotions - connected by organizational culture. In addition, the implications of social cognition on organizational learning are discussed.

The European Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) define a set of norms for evaluating higher education institutions, with which national quality assurance agencies are invited to comply. The ESG of 2005 were quite generic – this was because of concerns that existed over State-level reluctance to see their national sovereignty being undermined. Agencies were given a wide scope in their interpretation. In 2015, a new version of the ESG has been published. Its main thrust being the introduction of more precise standards, thereby making them more restrictive insofar as there was less scope for differing interpretations. This article considers the 2015 ESG to be the material expression of a cognitive framework and delivers an analysis of the latent meaning of the ESG 2015. On one hand, the adoption of more accurate version of the ESG is an expression of the tightening of a cognitive framework that has progressively imposed itself from 1998 onwards through the Sorbonne Declaration. On the other hand, the cognitive framework - implemented via the ESG 2015 - extended its reach to encompass the European lifelong learning strategy, which aims to provide a flexible workforce able to adapt itself to the labour market's rapidly changing skillset requirements.

Entrepreneurs are analyzed as paradigmatic rational actors & contrasted with philanthropists, heroes, & rescuers of Jews in Nazi Europe (total N = 28) drawing on data obtained via in-depth interviews. Findings suggest that no traditional sociocultural factors predict altruistic behavior. Explanations from social psychology work no better for selfless individuals than for typical rational actors. Reciprocity, clusters of altruists, & group or kin selection have no predictive power, nor does the psychic gratification hypothesis of economics. The economists' resource hypothesis has a limited explanatory power for traditional rational actors but has none for altruists. Anthropological explanations stressing birth order & stable family relations fail, but familiarity with the recipient predicts charitable activities by entrepreneurs. Both familiarity & empathy explain the philanthropist's actions, but neither explains acts by rescuers or heroes. It is argued that all altruistic individuals share common perceptions of themselves as strongly linked to others through a shared humanity, & that their cognitive frameworks differ consistently & significantly from traditional rational actors in this regard. 1 Table, 1 Figure, 69 References. Adapted from the source document.

AbstractWhy do American perspectives of international relations (IR) continue to hold sway over an increasingly diverse discipline? What actually constitutes "Americanness" in IR? Who is considered "American" in IR? These are the central questions we explore in this essay. Drawing on cognitive and behavioral insights from social psychology, we argue that there is a distinct "American approach" to international relations and security studies and that this approach is a product of Western cognitive frames. We identify three factors that represent the American approach's hyper-Westernized framing: individualism, equality, and a preference for causal rather than contextual analysis, and a preference for egalitarianism. We argue that these are reinforced by two social identity processes—academic identity and national identity. The consequences of "being American" in IR and security studies suggest not only problems of attention and accuracy, but an inherent failure to appreciate that Western—and particularly, American—ways of seeing and valuing the world are not universal.

The demands of an ever-changing technological and diverse global society contribute to the need for systemic change in today's secondary schools. Faced with these realities, American high schools must set course on a new mission for education. Not only must high schools require differentiated instructions to accommodate students' needs, high school personnel must also be held accountable for student learning by producing a high quality education. Because of the variety of these diverse issues, high school principals are faced with overcoming the challenges and obstacles that confront high school reforms. The research regarding smaller learning communities is well-documented and encouraging. While the practice can become the focus for producing higher achievement, educators must create new paradigms of operations. In many cases, traditional standards and procedures must be abandoned in order to increase school-wide success. Little is known of South Carolina's high school administrators as they attempt to find solutions to meet the needs of rapidly growing and diverse student populations. Little is also known of the experiences of South Carolina high school principals as they implement smaller learning communities, or the forces confronting those transitions. Therefore, the researcher examined the supporting and impeding forces experienced by South Carolina high school principals implementing smaller learning communities. In addition, the researcher analyzed the strategies used by administrators to overcome the forces, using Bolman and Deal's (2008) four frames: human resources, political, structural, and symbolic. The researcher conducted in-depth interviews with administrators in seven South Carolina high schools located in five school districts. The researcher analyzed the forces as well as strategies used by administrators to overcome the forces at work. The researcher categorized the strategies used by administrators to deal with the forces into four frames: human resources, political, structural, and symbolic. In analyzing the cognitive frameworks commonly used by administrators in implementing smaller learning communities, the researcher found that the majority of cognitive frames fell within the human resource framework. The second largest group of responses fell within the structural framework followed by the symbolic framework and then the political framework.

Most international legal frameworks that aim at protecting biodiversity place great importance on educational measures (e.g. The Convention on Biological Diversity (CBD), Art. 13a). However, some of the world's regions are more affected by biodiversity loss than others (which are so-called biodiversity hotspots). Resource dilemmas are serious threats to biodiversity, especially in such regions. In resource dilemmas, natural resources are depleted for economic interest, which is, in many cases, required income. Therefore, economic and social aspects must be considered should biodiversity loss be completely understood. However, little is known thus far about learning prerequisites of pupils living in an industrial country, such as Germany, and in a biodiversity hotspot, such as Chile. This dissertation focuses on two important learning prerequisites being: i) pupils' perceptions of biodiversity, biodiversity loss and resource dilemmas, and ii) pupils' commitment to protect biodiversity. Firstly, a qualitative, in-depth interview study was conducted that investigated sixteen to eighteen-year-old Chilean and German learners' perception of biodiversity and its loss (n=24). As a central result, an ecological typeʺ, an economic typeʺ and a balanced typeʺ emerged from the data, showing different perspectives of biodiversity and its loss. Overall, Chilean pupils seemed to have greater difficulties in recognising social aspects of biodiversity loss. Surprisingly, pupils who concentrated on ecological aspects, applied weak ecological knowledge more often. However, some pupils did succeed in integrating ecological, economic, and social aspects. We suggest that interdisciplinary treatment of the subject matter biodiversityʺ is indispensable if learning about sustainable development and ecological learning is to be effective ...