ORGANIZATIONAL LEARNING MECHANISMS IN SOHAR UNIVERSITY (original) (raw)
Related papers
Mediterranean Journal of Social Sciences- Published by MCSER-CEMAS- Sapienza University of Rome, 2013
The aims of this study were to define the reality of applying the organizational learning as an approach for transforming to the learning organization concept, determine the important obstacles which appeared when applying it, and identify the suggestions which may contribute in applying it at Al-Imam Muhammad ibn Saud Islamic University from the point of views of its faculty members. A descriptive method is used (survey) and a questionnaire of (60) statements had been answered by (200) of the faculty members. The most important results of the study have revealed the practice of organizational learning process (with a weak degree) at the university, and the presence of obstacles (with a high degree) that limiting the application of the organizational learning at the university, and the acceptance of proposals (with a very high degree), which may contribute to the application of the organizational learning process, and there are statistically significant differences in favor of females in the dimension of: (enhancing the organizational learning process), and in the dimension of:(provision a collective learning environment in the university), which represent the reality of organizational learning at the university. There are also statistically significant differences in favor of human sciences specializations in proposals for the application of organizational learning. The study recommended that the academic leaders at the Ministry of Higher Education and Saudi universities must work to promote the organizational learning culture and the concept of learning organization among the faculty members and university employees, and provide an environment that facilitates the organizational learning process at the university, and the establishment of academic departments specializing in the science of Learning organizations and organizational learning at universities as well as the establishment of the organizational learning centers within the university, staffed by experts and advisors in organizational learning, and provide counseling and guidance services for all employees at the university, and also for beneficiaries from outside the university.
An investigation on the relationship between organizational learning and educational innovation
Aim: The purpose of this research was to study the relationship between organizational learning and educational innovation. Methods: The population of this study was all faculty members in public universities of Isfahan (1,745 persons) in the academic year 2011–2012. The sample size of the study, 312, was estimated by Cochran’s sample size formula, which has been selected using cluster random sampling. To collect data standard questionnaire based on theory of Gomez et al. to organizational learning and, researcher‑made questionnaire of educational innovation was used, which its content validity was confirmed by supervisor and advisor as well as experts, and its reliability of questionnaire of organizational learning was evaluated by Cronbach’s alpha coefficient, 89%, reliability of questionnaire of educational innovation was evaluated by Cronbach’s alpha coefficient, 92%. Results: Obtained results by Pearson correlation coefficient showed the significant relationship between organizational learning and educational innovation and its dimensions. Obtained results from multi‑correlation coefficient and step by step regression showed that the best predictor of educational innovation is system thinking, transfer and integration of knowledge, openness, and experimentation. Conclusion: The effect of organizational learning in educational policies and educational programs, and revised in accordance with the conditions that caused curriculum the new education is inevitable. Requiring faculty members to observe the educational innovations in the teaching process, integrated and convergent approaches in the content of such postings education today.
A research on levels of organizational learning in educational institutions
Nowadays changes and developments are being experienced in the roles of educational institutions. Educational institutions should respond against these changes and developments by adopting the approach of "teaching" as well as the concept of "learning" and by making organizational learning subject an integral part of their corporate culture. The purpose of this study is to compare the levels of organizational learning in public and private educational institutions, if any, to focus on the causes by analyzing differences. Survey sample is consisted of 916 administrators and teachers working in public and private educational institutions in Denizli province, in Turkey. The research sample of 525 persons was formed by stratified sampling technique. Survey methodology was selected as data collection method and 5-point Likert-type statements were used on scales. To make a comparison in public and private educational institutions, the data obtained were subjected to t-test and mean values were calculated for each learning level. As a result, the learning at all levels in both the public and private educational institution has not proved at "high level". However, in the study it has been found that learning at all levels in private educational institutions was relatively higher than the public institutions.
The purpose of this study was to appraise the level of organizational learning of the agricultural and natural recourses campus (ANRC) of University of Tehran as the oldest higher education institute in Iran. A questionnaire as survey instrument was developed to quantify managerial practices at campus relative to the integral components of organizational learning. The surveys obtained the subjective opinions of faculty members in ANRC of University of Tehran. The numbers of faculty members were 120, randomly drawn from the selected population. Data was analyzed using frequencies, percentages, and mean. Results indicate that the majority of the respondents (90% faculty members) had highly agreements about meeting institutions of higher education of agriculture as learning organization. Results also indicate that those faculty members might also agree which component of systems thinking is the most important dimension of organizational learning
Advances in Management and Applied Economics, 2012
Organizational Learning (OL) has emerged as one of the most promising constructs in management and organizational literature. OL works as a catalyst to enhance performance. Organizations of developing countries are striving to improve their performance. Therefore, this study is seeking to find the relationship between OL and organizational performance. The present research aims at exploring OL as one of the most important organizational factors that can direct the behavior and attitudes of the faculty members to promote Outstanding University Performance (OUP). There are two constructs relevant to OL, namely, Adaptive Organizational Learning (AOL) and Generative Organizational Learning (GOL). This research is practical, according to its purpose, and descriptive, according to its data collection method. Out of the 310 questionnaires that were distributed, 280 usable questionnaires were returned, a response rate of 90%. The findings reveal that there are differences among the two grou...
Iranian journal of educational sociology, 2018
Purpose: To predict the risks and opportunities faced by organizations in future will that give us the ability to decide and think about them before we get into trouble. Organizational change planning and improvement with lifelong learning to cope with organizational challenges for sustainable organizational survival and development are trough the prominent necessities. The purpose of this study was to investigate the effect of components of learning organization on innovation in Islamic Azad University. Methodology: This research was a descriptive survey. The statistical population of the study consisted of all faculty members of Shabestar Azad University in 2016. The initial sample size consisted of 271 individuals and 160 individuals were selected by stratified random sampling method using the Cochran formula. For data collection, Goh standard questionnaire of learning organization and the standard organizational innovation questionnaire Saatchi et al. were utilized. The validity of the two questionnaires was confirmed. The reliability of the learning organization questionnaire was equal to α = 0.843 and organizational innovation reliability was calculated as α = 0.811 using Cronbach's alpha coefficient. Using SPSS and LISREL software, the obtained data were analyzed through descriptive and inferential statistical analysis (confirmatory factor analysis, path analysis). Findings: The results indicated of the direct and significant impact of the components of the learning organization (transparency, empowerment and leadership commitment, experimentation and reward, teamwork, and group problem solving) on organizational innovation and also indicated a good fitting for the model. Discussion: The components of the learning organization have an impact on organizational innovation and lead to improvement of the organizational performance in all its components (transparency, empowerment and commitment of leadership, experimentation and reward, teamwork, and group problem solving).
Organizational Learning at the Teacher training University in Qom-IRAN
European Online Journal of Natural and Social Sciences, 2016
This case study was carried out in teacher training university (TALEGHANI and MADANI campuses) in the academic year 2014-2015. All the staff with the professional and higher grade and trainers were selected and their opinions collected by questionnaire (Reliability α= 0.96 Validity: experts' opinions and factor analysis). The results showed that: Average scores for Organizational Learning of teachers training University Qom (80.29) out of 135 and was moderate. One sample t-test: no significant differences between the neutral point (81). Organizational learning score (72.8) was below average at the TALEGHANI. There was a significant difference (95%), with the neutral point (81). Organizational Learning score (88.7) at the MADANI, was higher than average. There was a significant difference (95%), with the neutral point (81). Components of personal mastery, mental models, systems thinking, were moderate in two campuses. Shared vision component was moderate in TALEGHANI and in MADAN...
System
The education sector is the most important sector of any country as it is involved in the building of the future human capital. Education has achieved the status of an industry in Pakistan. The present study is conducted to investigate the impact of organizational learning on organizational performance of higher education institutes of Pakistan. Non-probability purposive sampling strategy was adopted, and a sample of size 150 was chosen amongst the employees. The response rate obtained was 66 percent. The data were collected by using DLOQ. Regression analysis was performed to estimate the impact of explanatory variable 'organizational learning' on the response variable 'organizational performance' with "Culture" as a moderator. The results revealed a significant positive impact of the organizational learning on organizational performance. Inquiry and dialogue, and systems connection were the two dimensions which were found to be highly significant; however, five of them (continuous learning, team work, embedded systems, empowerment and leadership) were insignificant in relation to the organizational performance.
Organizational Learning in Public Tertiary Educational Institutions
Archives of Business Research, 2020
The study sought to examine how public tertiary educational institutions in Ghana can make use of organizational learning in order to improve upon their performance. Although organizational learning has proven to be beneficial to some organizations, it is not being utilized by public tertiary educational institutions in Ghana. The phenomenological research methodology was used to describe the experiences of the researcher in relation to the subject. Secondary data was also reviewed and analysed. The study concluded that for public tertiary educational institutions in Ghana to benefit from organizational learning, they must fully embrace Information Communication Technology while appointing leaders who understand the need to adopt organizational learning as a means of encouraging teamwork.
Designing and Exploring the Model of Organizational Learning among the Staff of NIPC in Iran
The aim of this study is to define and design organizational learning model among the country's National Petrochemical Company employees. According to the design and explanation of organizational learning model in the Petrochemical Company, we first study the subject by using library studies, theoretical foundations and variable components. Then we designed a new questionnaire through interviews, to examine the views of the population on the basis of the local culture. Then, the questionnaire distributed among the population with using the software SPSS by exploratory factors analysis to identify factors and sub-factors is confirmed by confirmatory factor analysis and structural factors. Finally, management experts assessed the model from different dimensions. Statistical Society of managers and staff of petrochemical, informants and elites of organizational learning of petrochemical such as university professors, researchers and those who have information from process of petrochemical organization will be selected. We will use Random sampling methods to test the quantitative and qualitative targeted selection for testing qualitative part to complete theories. The mixed method will be used in this research. For analysis of data resulted from interviews, the theory-based method will be used. This theory-based method is not theory but it is used for discover sleeping data in theory. So, the theories appear slowly in a gradual process of abstraction of the data and after obtaining qualitative information from the raw data, we will analysis them by quantitative methods and suitable test.