Guest editorial

Learning Family: Concept, Measurement and the Effect on Individuals' Behaviors

A learning society cannot be built without each family playing its role. The learning family integrates the modern education concept and the actual needs of family education. However, scholars are still exploring the concept, structure, and measuring tools of the learning family. Based on the bioecological system theory, this study explored the concept and characteristic dimension of the learning family and verified the effect of the learning family through cross-population samples. The results of this study showed that, first, the learning family involves a process of mutual influence on the part of family members, who view the enhancement of comprehensive literacy as their core goal and can continuously accumulate knowledge and improve skills from the internal and external environments of the family through learning support and learning involvement, thereby achieving common growth, the main structure of which includes four characterizing dimensions of learning involvement, learning effectiveness, learning support and continuous learning. Second, the developed learning family scale has good reliability and validity. Third, learning families have significant positive effects on individual creativity, innovative behavior, prosocial behavior, proactive behavior, work performance, academic achievement, and science literacy. This study not only deepens our understanding of the importance of family learning and family education but also contributes to exploring the influence mechanisms underlying learning families on individual psychology and behavior in the future.

Validation of dimensions of the learning organization questionnaire (DLOQ) in a Vietnamese context

Purpose

The main purpose of this study was to validate the Dimensions of Learning Organization Questionnaire (DLOQ) in a Vietnamese context. Using the DLOQ as a research tool, this study also investigated the impact of demographic features on participants’ perceptions of learning organizations (LOs).

Design/methodology/approach

Data were collected from 748 valid responses to a version of the DLOQ translated into Vietnamese. Cronbach’s alpha and confirmatory factor analysis were used to test the reliable internal consistency and validity of the DLOQ in a Vietnamese context. Then, one-way ANOVA analyses and independent sample t-tests were used to assess the differences produced by the characteristics of respondents and their enterprises.

Findings

The results of this study show that three versions of the DLOQ are applicable to a Vietnamese context. The findings of this study also suggest that several demographic features produced significant differences in respondents’ perceptions of organizational learning.

Research limitations/implications

There are several limitations of this study. First, this study used self-reporting, and individual perspectives of questions can bring about perception bias. Also, the length of the original version of the DLOQ (i.e. 43 questions) might impact the results, because of participants’ lack of patience and focus. In addition, various levels of organizational learning may cause some confusion, leading to misinterpretation. Finally, the overrepresentation of large state-owned enterprises in the service industry in the sample may have caused bias when interpreting the results. Future research should be conducted to further validate and extend the findings of this study for small- and medium-sized enterprises, which account for 98% of businesses in Vietnam. It is strongly suggested that scholars use the validated Vietnamese DLOQ to measure the impacts of learning culture on learning-related results in Vietnam, such as individual/team/organizational performance, staff satisfaction and so on. Finally, future research should consider making appropriate study designs to collect and analyze data from various resources and not be limited to self-reported questionnaires. This would minimize common method bias.

Practical implications

Application of the DLOQ provides valuable insights and understanding for use in designing and evaluating efforts to learn at all levels in Vietnamese enterprises.

Social implications

Regarding designing, adjusting and implementing strategies to boost the learning capacity of an organization, the findings of this study also imply that business leaders and practitioners in Vietnamese enterprises can build strategies for enhancing LO culture without biases stemming from gender or management level. However, education level and work experience should be considered critical features that could impact the effectiveness of such strategies. Also, understanding and applying the DLOQ when building LOs will promote Vietnamese businesses’ competitiveness and international integration.

Originality/value

Using statistical results, this study confirmed that a rigorously translated Vietnamese version of the DLOQ produced reliable measurement scores with a construct validity sufficient to measure LOs in a Vietnamese context.