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Research and Development in Education (RaDEn)
Published by Universitas Muhammadiyah Malang
ISSN : 28090284     EISSN : 28093216     DOI : https://doi.org/10.22219/raden
Core Subject : Education,
Education
Research and Development in Education is a scientific journal that aims at publishing research results and review in Research and Development of education in various science fields. Research and Development results can be in classroom-oriented, product-oriented, and system-oriented perspectives implemented in Indonesia and developing countries. The article published must meet plagiarism check requirements (based on editorial board decision). This journal is published twice a year, i.e. in July and December, in English. All articles are published in English and undergo a peer-review process. The scope of Research and Development in Education is focused on: Research results in Research and Development of education in various science fields. Review in Research and Development of education in various science fields.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 261 Documents
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How organizational culture enables innovation in vocational schools: Evidence from a qualitative case study in Indonesia Lina Sukanti; Arfiani Yulianti Fiyul
Research and Development in Education (RaDEn) Vol. 6 No. 2 (2026): December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i2.45239

Abstract

Background-School innovation in vocational education requires more than technological adoption; it also depends on organizational conditions that enable members to respond collectively to educational and labor-market change. However, limited qualitative evidence explains how specific cultural mechanisms interact to support innovation in Indonesian vocational schools. Objectives-This study examined how organizational culture enables school innovation within a vocational secondary school context. Method-A qualitative case study was conducted at an Indonesian vocational school, with the school principal serving as the key informant. Data were collected through an in-depth semi-structured interview, direct observations, and document analysis. A hybrid deductive–inductive thematic analysis was employed. Five sensitizing dimensions derived from organizational culture and learning-organization perspectives guided the initial analysis, while open coding allowed additional patterns, relationships, and contextual tensions to be identified from the empirical data. Results-The findings suggest that innovation was supported through the interaction of shared organizational values, participatory leadership, collaborative professional culture, technology-enabled practices, and organizational learning. Shared values provided cultural direction, participatory leadership encouraged involvement, collaboration facilitated knowledge sharing, technology functioned as an innovation enabler, and organizational learning supported continuous adaptation. The findings also indicated uneven internalization of organizational values and differences in technological readiness, demonstrating that cultural transformation was not uniform across the school. Conclusions-The study suggests that vocational-school innovation is better understood as an interconnected cultural process rather than a technology-driven initiative. Theoretically, the findings clarify how cultural mechanisms interact to create conditions for innovation in vocational education. Practically, school leaders should strengthen participatory decision-making, collaborative professional learning, digital capacity development, and continuous organizational reflection.

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