The Relation Research On Organizational Climate And The Graduate College Of Learning Community

Learning Community that share common goals, ideas, beliefs, formation of a mutually agreed rules, norms and division of labor, to take appropriate forms of activities in collaboration with each other, using a variety of learning tools and resources to co-construct knowledge to solve the complexities facing the problem as a learning. In this paper, post-graduate colleges and universities as the research object, explore post-graduate colleges and universities where the organizational climate and Learning Community has been raised, is designed to help college administrators by adjusting and designing an appropriate organizational climate to improve postgraduate learning.The organizational climate of colleges and universities measurement, this study selected Ma Yunxian (2005) in the " college organizational climate and its relationship with the relationship between teacher performance study" in self-compiled questionnaire-based colleges and universities organizational climate questionnaire (form of leadership, teachers behavior and management of system, three factors constitute the organizational climate survey of colleges and universities), as measured at different targets, add the "academic atmosphere" of this dimension, and the language of the questionnaire as a whole are revised; learning community where the research group measured in 2008 using self-developed The Learning Community Scale. From the "common objectives" "learning support environment," "mutual dialogue, communication and exchange", "support and shared leadership," "Families and communities are actively involved", Five dimensions of post-graduate study and community building measure.In this paper, the samples were mainly from Suzhou City, Suzhou University, North Campus, East Campus, the Department and DuShu Lake campus graduate students, the survey collected a total of 372 valid samples, and to investigate the findings of the background variables and organizational climate of each dimension degree and learn the differences between the Community dimension test, and the organizational climate, and the correlation between post-graduate learning community analysis and regression analysis. Results not only reveal the different background variables of organizational climate in universities and learning communities on the various dimensions on each dimension of the differences; also revealed how the organizational climate of colleges and universities will be what level of learning to build community impact.Specific results are as follows:Colleges and universities from the background variables and the various dimensions of organizational climate between the T-test I came: "Student sex" organizational climate at the college degree was no significant difference; "whether societies of students and work experience" in the "academic atmosphere "dimension was significant;" mentor gender "in the" Teacher's act "in this dimension was a significant difference. From the background variables and learning community among the various dimensions of the test, we come to: "Student sex" in the "Family and community participation" on this factor was significant; "student experience in community organizations" in the "dialogue of mutual communication and exchange" , "Family and community participation,""Learning Support Environment" three factors are significant differences; "parent education" this background variables in the "dialogue of mutual communication and exchange", "Family and community participation", "common goal", "learning support environment "Three factors were tested significant differences;" parent income "that the background variables in the" family and community participation "and the factors was significant.The various dimensions of organizational climate dimensions were tested and Learning Community a significant positive correlation. By regression analysis that institutions of higher learning management system, teacher behavior, leadership patterns and academic atmosphere of the post-graduate study, the formation of a significant community impact. In which institutions of higher learning management system, the greatest impact on the formation of the Community, followed by impact from high to low followed by teacher behavior,"leadership patterns", and"academic atmosphere".